} 2087 

TEACHER’S MANUAL 

w y i T0 ACCOMPANY 

SECOND LATIN LESSONS 


BY 

CHARLES EDGAR LITTLE, Ph D. 

GEORGE PEABODY COLLEGE FOR TEACHERS 
AND 

CARRIE AMBROSE PARSONS, MA. 


PEABODY DEMONSTRATION SCHOOL 



D, C. HEATH AND COMPANY 
BOSTON NEW YORK CHICAGO LONDON 
ATLANTA SAN FRANCISCO DALLAS 


















.. . 


















TEACHER’S MANUAL 

TO ACCOMPANY 

SECOND LATIN LESSONS 


BY 

CHARLES EDGAR LITTLE, Ph.D. 

GEORGE PEABODY COLLEG^ FOR TEACHERS 


AND 


CARRIE AMBROSE PARSONS, M.A. 

PEABODY DEMONSTRATION SCHOOL 



D. C. HEATH AND COMPANY 
BOSTON NEW YORK CHICAGO LONDON 
ATLANTA SAN FRANCISCO DALLAS 






^f\9.0ST 

(,,avNua\ 


Copyright, 1930, 

By D. C. Heath & Company 

310 


OCT 18 1930 


PRINTED IN U. S. A. 


©CIA 289 6 5 


PART I. GENERAL SUGGESTIONS 


PLAN OF THE BOOK 

Second Latin Lessons is so organized that it forms a unit 
following First Latin Lessons, though it may be used with 
equal advantage after any good first-year book. As in First 
Latin Lessons, new forms and principles of syntax are met 
first in enlightening context, grammar lessons are introduced as 
needed to clarify and to fix important new constructions or 
forms, English and Latin word study is progressively developed, 
opportunity for the use of oral Latin is offered in the questions 
following each section of reading material, and references for 
supplementary reading material in English are given. In addi¬ 
tion to these features, vocabulary drills are introduced after 
almost every section of reading material, and definite lessons 
are introduced dealing with historical background as well as a 
few grammar lessons dealing with the fundamental principles of 
general language structure. 

Lessons I-XIX of Second Latin Lessons are identical 
with Lessons LXXVI-XCIV of First Latin Lessons. This 
arrangement permits the second-year class to take up the work 
of the second year just where it stopped at the close of the first 
year and allows for difference in the ability of classes and in the 
requirements of various school systems. 

In Lesson I of Second Latin Lessons the pupil begins to 
read Latin written by a Roman. Although these stories have 
been simplified, especially in the first few lessons, they still re¬ 
tain much of the distinctive style and beauty of the original. 
This simplified Latin used in the first part of the second year, 
taken as it is from classical authors, conforms to the genius of 
the Latin language and expresses the spirit of the Romans as no 


2 


SECOND LATIN LESSONS 


artificially made Latin can possibly do. The pupil is then in¬ 
troduced to passages of increasing difficulty until by the middle 
of the year he becomes able to read classical Latin in its original 
form. 

AMOUNT OF MATERIAL 

Second Latin Lessons contains more material than can be 
covered in one year by the average class. But the provision of 
more material than the minimum requirement gives the teacher 
freedom in choice of subject matter, furnishes supplementary 
material for the bright pupil, and the extra material needed by 
a class which has begun Latin in the seventh or eighth grade. 
Choosing from this wealth of subject matter may cause the inex¬ 
perienced teacher some concern. For this reason it seems desir¬ 
able to outline the minimum requirement in reading, forms, and 
principles of syntax as laid down in the Report of the Classical 
Investigation together with additional material from which the 
teacher may choose as time permits or his school system re¬ 
quires. The words given in the vocabulary drills correspond 
closely to the list decided upon by the College Entrance Exami¬ 
nation Board as a minimum which the pupil should know at the 
end of the second year, and therefore no vocabulary drills should 
be omitted. No standard for the amount of derivative study 
to be covered has been laid down. A pretty safe rule for the 
inexperienced teacher would be to devote an average of five 
minutes a day of class time to derivative work. 

READING MATERIAL 

The average class should be able to cover in the first semester 
the reading material contained in Parts I, II, III, and in Part IV 
as far as Chapter 30 of Book I of Caesar and be ready to begin in 
the second semester the reading of the unsimplified text of 
Caesar as suggested in the Report of the Classical Investigation. 
Parts I, II, and III are divided into lessons. A “lesson” is not 
necessarily intended for a single day’s assignment. The division 
into lessons is based on topics, and the amount of class time to be 



MANUAL 


3 

devoted to a given lesson must be determined by the amount 
and variety of teaching material provided and by the ability 
and previous preparation of the class. 

The reading requirement for the second year as recommended 
in the Report of the Classical Investigation will be satisfied 
by the reading of all the selections in Parts I, II, and III, the 
simplified passages from Book I, Chapters 1-29, of Caesar's 
Gallic War , and sixty-eight additional chapters (averaging about 
sixteen lines each) taken from the other books of Caesar's . 
Gallic War as given in Part IV. These chapters may be read 
in the order given in the book or the teacher and the class may 
choose the topics of most interest from the following list: 


I. 

Roman Warfare 



a. A battle on land 

Bk. II, 18-28 


b. A battle on the sea 

Bk. Ill, 9-16 


c. The siege of a town 

Bk. II, 29-33 
Bk. VII, 69-89 

2. 

The invasion of Britain 

Bk. IV, 20-36 

3 * 

The customs of the Britons 

Bk. V, 5-23 

4 - 

The customs of the Gauls 

Bk. VI, 11-20 

5 - 

The customs of the Germans 

Bk. VI, 21-28 

6. 

Stories of heroic deeds 



a. In Cicero’s camp 

Bk. V, 38-52 


b. Petronius 

Bk. VII, 50 


c. The standard bearer 

Bk. IV, 25. 


A teacher who prefers to omit some of the simplified selections 
in Parts I, II, and III may do so by substituting an equal amount 
of reading material taken from Part IV. The authors believe, 
however, that the reading of the selections from Ovid, Pliny, 
Plautus, and Terence will give the pupil a much broader view 
of Roman life and hold his interest better than would result 
from reading selections taken exclusively from Caesar's Gallic 
War. These simplified selections have been chosen also because 
they contain so many illustrations of the new principles of syntax 
and so many examples of the new forms which the pupil should 


4 


SECOND LATIN LESSONS 


learn in the first half of the second year. Especially helpful 
is the introduction to the forms and uses of the subjunctive 
in the simple sentences of Plautus and Terence. 


SYNTAX AND FORMS: MINIMUM REQUIREMENTS 

The following table contains the minimum list of constructions 
and forms to be taught in the second year according to the Re¬ 
port of the Classical Investigation and indicates the lessons or 
exercises in writing Latin in which these constructions have 
been treated in Second Latin Lessons. Several of the con¬ 
structions and forms included in the Report are not listed here, 
as they have already been treated in First Latin Lessons. 


Lesson or 
Exercise 
Lesson V 

Lesson IX 

Lesson XIII 


Lesson XVI 


Lesson XIX 


Lesson XXII 


Lesson XXVI 

Lesson XXIX 
Lesson XXXI 


Construction 


Form 


Dative with special verbs 
Ablative absolute 


Dative with compound 
verbs 


Place to which without prep. 
Place from which without 
prep. 

Perfect and future infini¬ 
tives in indirect discourse 
Use of gerund 
Volitive subjunctive 


Deponents, first 
conj. 

Deponents, second 
conj. 

Pres. act. participle 

Deponents, third 
conj. 

Deponents, -ior 
verbs of third 
conj. 

Nine irregular ad¬ 
jectives 

Deponents, fourth 
conj. 


Perfect and future 
infinitives 
Gerund 

Present subjunc¬ 
tive active 


Lesson XXXIII 


Lesson XXXIV 
(Secs. 173 and 
i 74 ) 

Lesson XXXVI 
(Secs. 179-187) 
Lesson XXXVIII 


Lesson XXXIX 
(Secs. 215-220) 
Lesson XLIII 
(Secs. 272-273) 
Lesson XLV 
Lesson XLIX 

Lesson L 
Lesson LI 

Lesson LIII 

Lesson LV 

(Secs. 469-471) 
Lesson LVI 

Exercise III 
(P- 554 ) 

Exercise VI 
(P- 556 ) 


MANUAL 

Noun clause of desire 


Adverb clause of purpose 

Indirect question 

Sequence of tenses 

Adverb clause of result 

Relative clause of purpose 

Cum-clauses 

Essentials of indirect dis¬ 
course 

Genitive of description 

Subordinate clauses in in- quisque 
direct discourse 

Subjunctive in a clause of fio 
anticipation 

aliquis 


5 

Imp. sub j. act., pres, 
and imp. subj. of 
sum 

Pres, and imp. subj. 
passive 

Volo, nolo, malo 

Perfect and plu¬ 
perfect subjunc¬ 
tive 


Expressions of purpose, ge¬ 
rundive 

Dative of purpose 
Dative of reference 
Dative of possessor 
Ablative of description 
Ablative with deponents 


ADDITIONAL SYNTAX 

Few teachers will be satisfied to cover merely the minimum 
requirement in syntax and will wish to make a study of addi¬ 
tional constructions. For this purpose the teacher may select 


6 


SECOND LATIN LESSONS 


from the following table those lessons which best suit the needs 
of his class. He may also make use of the Exercises for Writing 
Latin on pages 553-564: 


Lesson 

Construction 

XXV 

Locative case 

XXXIV 

Optative subjunctive 

XXXVI (Secs. 188-192) 

Potential subjunctive 

XXXIX (Secs. 210-214) 

Noun clause of fear 

XL 

Noun clause of tendency 

XLIII (Secs. 266-271) 

Relative clause of characteristic 

XLIV 

Voice and tense 

XL VI 

Active periphrastic 

Passive periphrastic 

XL VII 

Objective genitive 

Subjective genitive 

Appositional genitive 

XLVIII 

Quod-clause of fact 

Quod-clause of respect 

LII 

Temporal clauses 

LIV 

Commands in indirect discourse 

LV 

Quod-clause of cause 


Material other than syntax may be selected from the follow¬ 
ing lessons: 

Lesson 

Topic 

XLI 

Changes in Latin 

Latin in English 

Compounds in Plautus 

LVII 

Roman Britain 

Sec. 599 

Romanization of Germany 

LVIII 

Alesia and other Gallic towns 

Sec. 635 

French Place Names 

XLII 

Reading, Understanding, and 
Translating Latin 


MANUAL 


7 


UNDERSTANDING LATIN IN THE LATIN ORDER 

If the pupil has been trained from the beginning of his Latin 
study to read each sentence through in Latin and to attempt to 
grasp the thought of the Latin sentence in the Latin order before 
making any attempt to put the thought into English, he can be 
led, with a little encouragement and help, to continue this 
method of reading when he takes up the more difficult material 
selected from classical authors. If the pupil has not been so 
trained in his first year’s work, the teacher must make every 
effort to induce him to read in this manner. The teacher should 
use a part of the class period for the supervised study of a por¬ 
tion of the advance reading assignment. Some such methods as 
the following will prove helpful: 

1. The teacher reads a sentence through slowly in Latin with 
proper phrasing and indication of word-groups while the pupils 
follow and get as much of the thought as they can. 

2. The teacher or a pupil reads the sentence through again 
in Latin slowly, pausing after each thought unit. In the case 
of a simple sentence in which all the words and constructions 
are familiar, the pupils will probably have gained the sense of 
the sentence after this second reading and be able to give a 
fair English translation. 

3. If the thought has been grasped but the English expression 
is poor, the teacher shows the pupil how to choose a more suit¬ 
able form of English expression either from the pupil’s own 
active vocabulary or by consulting the Latin-English vocabulary 
in the textbook. 

4. In the case of a more difficult passage, the pupil consults 
the notes on the passage for an explanation of any new con¬ 
struction, or for help on the translation. The pupil considers 
the relation of an unfamiliar Latin word to a known English or 
Latin word and then attempts to gain the meaning of the new 
word, (1) from the context, (2) from a related Latin word, 
(3) from a related English word. If these means fail the pupil 


8 


SECOND LATIN LESSONS 


consults the vocabulary. The pupil then reads the passage 
through again in Latin and gives an English translation. 

In the case of very simple sentences the English translation 
need not be required. However, the rendering of a passage into 
idiomatic English is an excellent training in English expression. 
The main effort in studying most reading lessons should be not 
primarily translation but comprehension. 

Occasional exercises where the main effort is directed toward 
translation are very profitable. These should always follow 
careful study to comprehend some fine passage. Sometimes the 
translation should be oral, sometimes written, and frequently 
the teacher should lead in discussion and comparison of the 
various translations offered. 

When Caesar is begun the same methods of reading should 
be carried on, but with special attention to training the pupil 
to say in English what Caesar has said in Latin and as nearly 
as possible in the same style as he has said it. See Lesson XLII 
for suggestions on this point. 

The use of marks, such as the following, to indicate some of the 
more common constructions will help the pupil in grasping the 
thought of the Latin. These indications of constructions should 
be made by the pupil in the text or in a written copy of the pas¬ 
sage as an aid to comprehension before translation is attempted: 


Construction 


Mark 


Example 


Direct object 
Acc. subject infinitive 
Dative case 

Ablative absolute 
Indirect statement 
Subordinate indicative clause 


waved underline puero 


box 

single quotation pue 

parenthesis (qul 


straight underline rosam 


broken underline puerum 



puerum venire ’ 

(qul. 


obtinebat) 


Subordinate subjunctive clause bracket 


[ut regnum oc- 


cupa ret] 


Independent subjunctive 


|eamus| 











MANUAL 


9 


Since the marks suggested above are purely arbitrary they may 
be changed or added to as the teacher sees fit. Since the pur¬ 
pose of this sort of analysis of the Latin sentence is to help the 
pupil get the correct meaning of the Latin in the Latin order, 
such analysis should always precede translation. It may 
also be used by the teacher to correct faulty translation which 
has resulted from the pupil’s failure to understand the structure 
of the Latin sentence. 


QUESTIONS IN LATIN (INTERROGATIONES) 

Each reading section is followed by a few easy questions in 
Latin. These questions may be answered orally in Latin, the 
answers may be written in Latin, or they may be answered in 
English. The simpler ones should be answered orally in Latin, 
as the use of a little oral Latin will do much toward adding 
interest to the recitation. 

These questions may be used for several purposes, as sug¬ 
gested in the Teacher’s Manual for First Latin Lessons: 

1. As a snappy review of the preceding reading assignment. 

2. As a test for comprehension of the passage read. 

3. As a means of motivating the reading of the advance 
assignment (when read at sight). 

4. As a means of drill on new words, forms, or principles of 
syntax. 

VOCABULARY DRILLS 

Almost every reading section is followed by a Vocabulary Drill 
containing a short list of words taken from the section just read. 
There are about one thousand words in these drills, chosen from 
the lists compiled by Lodge, by Hurlbut, and by the College 
Entrance Examination Board. About half of these words will 
be familiar to the pupil from his first year’s study and are in¬ 
cluded here for review. Of these words set for mastery the 
pupil should learn not only the meaning, but the genitive and 


IO 


SECOND LATIN LESSONS 


gender of nouns, all nominative forms of adjectives, the cases 
used with the prepositions, and the principal parts of the verbs. 
These words have been chosen because of their frequency of 
occurrence and because the ability to recognize them will be of 
great assistance to the pupil in reading Latin. Various devices 
will be necessary to encourage the pupils to learn them. Mo¬ 
notony may be avoided by the use of different types of drill 
such as the following: 

1. Certain pupils write the Latin drill words on the board 
from memory while the rest watch for errors. 

2. The pupils give the Latin words orally as the teacher gives 
the English (or vice versa). 

3. All the pupils write the Latin words as the teacher gives 
the English (or vice versa) and the papers are checked in class 
or by the teacher. 

4. As practice in word formation, the pupils give orally from 
memory groups of Latin words as the teacher indicates a given 
root, suffix, or prefix. 

Vocabulary reviews covering several Vocabulary Drills may 
be motivated by a spelling match or by a contest similar to a 
spelling match in which the meaning of the Latin word is given. 

FORMS AND SYNTAX 

A review of all the forms studied in the first year is contained 
in the form drills which follow the reading sections of Parts I 
and II. A review and summary of the rules of syntax studied 
in the first year are included in the grammar lessons of Parts I 
and II. 

All new grammatical forms and principles of syntax are first 
introduced in the reading material with explanatory notes. 
After a few examples of a new form or principle of syntax have 
been met in the reading, these examples are grouped and studied 
in a grammar lesson. These grammar lessons contain more 
forms and principles of syntax than the minimum recommended 
in the Report of the Classical Investigation, as many teachers 


MANUAL 


II 


will not be content to cover merely the minimum requirement. 
Those lessons which contain material not included in the mini¬ 
mum requirement are listed on p. 6 of this Manual and may 
be omitted if desired. 

WRITING LATIN 

Each grammar lesson contains English sentences to be turned 
into Latin. The writing of these sentences should be preceded 
by a study and discussion of the new principle of syntax or the 
new forms involved. The teacher who wishes to devote more 
time to the writing of Latin will find additional exercises for 
writing Latin in the Appendix, pp. 553-564. These exercises 
contain drill on the principal constructions with which the pupil 
should be familiar at the end of the second year. Each exercise 
consists of two parts. Part A contains unrelated sentences 
and Part B contains connected sentences. 

COMPREHENSION 

A certain amount of time must be spent on the study of new 
forms, principles of syntax, and new vocabulary, but all these 
elements must be considered merely as means, for increasing the 
pupil’s ability to comprehend the meaning of the Latin which he 
is reading. The oral reading of the Latin and the discussion of 
the meaning should occupy the major portion of the recitation 
period. The mere translation of a passage is not always an 
indication that the thought has been grasped and should not be 
used exclusively as a test of comprehension or indeed occupy 
any large part of the class period. Several devices may be used 
to test the pupil’s comprehension of a passage: 

1. The pupil may give the story or thought in his own words. 

2. The pupil may answer in English thought questions on the 
passage. 

3. The pupil may answer in Latin or English the Latin 
questions following each section. 

4. The pupil may be called on to give translation of a given 


12 


SECOND LATIN LESSONS 


word group or phrase (noun and adjective, noun and its genitive, 
ablative absolute, etc.) first in the Latin idiom, then in the 
English idiom. 

In a similar way clauses may be handled, both phrases and 
clauses being so treated as to show thought relations between 
the structural parts of the sentence and thus prepare the way 
for the translation of the thought of the whole sentence as a unit. 

In reading the selections from Caesar the story should be 
constantly kept before the pupils. The selections in Part IV 
do not contain the entire story of the Gallic War but a sum¬ 
mary of all omitted chapters is given in English, so that there 
need be no difficulty in keeping up with the narrative as a whole. 
Caesar tells a true tale well and simply and the teacher who 
makes comprehension of the thought of the Latin his principal 
objective need not fear lack of interest on the part of the pupils. 
Caesar’s spirit of daring adventure, his description of new lands 
and strange customs, his stories of loyalty and bravery on the 
part of his own men, and his admiration for the bravery of those 
whom he was conquering make a perennial appeal merely as a 
story. And it is mainly as a story that we should present this 
conqueror and bold pioneer to high-school pupils. We can show 
Caesar too as a skillful writer telling the picturesque features of 
his campaigns and commenting generously on the Gallic tribes 
and their love of freedom. We can show also how by his con¬ 
quests Caesar brings order out of the chaos caused by the fight¬ 
ing of the tribes among themselves and how he organizes the 
conquered country and starts it on a new Career of prosperity 
and civilization which is to last almost without interruption for 
four hundred years. 

DEVELOPMENT OF HISTORICAL AND CULTURAL 
BACKGROUND 

The subject matter of the reading material in Part I introduces 
the pupil to the myths of the Romans through the selections 
from Ovid; in Part II to the home and social life of the Romans 


MANUAL 


13 


through the selections from Pliny; in Part III to the Roman 
theater and to glimpses of the social life of the Romans through 
the selections from Plautus and Terence. The selections from 
Caesar include many interesting topics. Among these are the 
customs of the early Gauls, Germans, Britons, the methods 
of warfare used by the Romans, geography as related to history, 
migrations of early Germans and Helvetians, political situations 
in Gaul, and the effect of Caesar’s conquest on Gaul. Further 
information in regard to some of these topics is given in the 
special lessons on historical background. The value of illustra¬ 
tions in the development of an historical background cannot be 
overestimated. The many phases of Roman life touched upon 
in the reading material are amply illustrated by pictures that 
with the aid of the teacher will help the pupil visualize the every¬ 
day life of the Roman in some of its most important aspects. 

Numerous references are made to parallel readings in English. 
The following list of books for supplementary reading in English 
is suggested as a minimum: 

Johnston: Private Life of the Romans. 

Sandys: Companion to Latin Studies. 

Fowler: Life of Caesar. 

Davis: A Friend of Caesar. 

Whitehead: The Standard Bearer. 

One or more of the following books on myths: 

Sabin: Classic Myths that Live Today. 

Gay ley: Classic Myths in English Literature. 

Guerber: Myths of Greece and Rome . 

Bulfinch: Age of Fable. 

SUPPLEMENTARY MATERIAL 

A much more complete list of books for supplementary read¬ 
ing may be obtained from the Service Bureau for Classical 
Teachers, New York University, Washington Square, New York. 
This bureau will furnish the teacher with much other valuable 


14 


SECOND LATIN LESSONS 


material, lists of pictures, plays, suggestions for the bulletin 
board, for posters, for an exhibit, for supplementary material 
of all kinds designed to add interest to the course. The teacher 
will find the following professional magazines very helpful: 
Latin Notes (published by Service Bureau for Classical Teach¬ 
ers, New York University, Washington Square, New York), 
The Classical Journal (published by the Classical Association of 
the Middle West and South, J. O. Lofberg, Secretary, Oberlin 
College, Oberlin, Ohio), and The Classical Weekly (published by 
the Classical Association of the Middle Atlantic States, Charles 
Knapp, Secretary, Columbia University, New York). Every 
Latin teacher should own a copy of the complete or abridged 
edition of the General Report of the Classical Investigation 
(published by the American Classical League, New York). In 
addition to a good unabridged English dictionary, the teacher 
will get much help from the following books: 

Harper’s Latin Dictionary, edited by Lewis and Short (Ameri¬ 
can Book Co.). 

Skeat’s Concise Etymological Dictionary of the English 
Language (Oxford University Press). 

Weekley’s Etymological Dictionary of Modern English (Long¬ 
mans). 

Harper’s Dictionary of Classical Literature and Antiquities, 
edited by Peck (American Book Co.). 

A list of dealers in lantern slides may be found in Bulletin 
XIII published by the Service Bureau or in The Classical 
Journal,X ol. XVII, p. 230. This same issue of the Journal also 
contains a list of moving pictures dealing with Roman subjects. 

ENGLISH DERIVATIVES 

Almost every section of reading material is followed by an 
English and Latin Word Study based on the vocabulary of the 
section. Some word study should form a part of every lesson, 
though a portion of each study may be omitted or other word 


MANUAL 


15 


study may be substituted if the teacher sees fit. The purpose 
of these studies in derivation and the analysis of word-parts is 
fourfold: (1) to train the pupil to discover the significant parts 
of the Latin words and trace the changing meanings as these 
parts change; (2) to train the pupil to detect these same sig¬ 
nificant parts in English words and find how they correspond 
to the parts of the original Latin words; (3) to develop the 
ability to interpret unfamiliar English words or to understand 
familiar English words more clearly from a knowledge of the 
Latin originals; (4) to develop the ability to interpret an un¬ 
familiar Latin word which is derived from a familiar Latin word. 

All of the more common prefixes and suffixes are included in 
these studies. The pupil should be trained to give the meaning 
of any derived Latin or English word in such a way as to show 
clearly the meaning of the simple Latin word from which it is 
derived and the force of prefix or suffix; e.g., mental (from 
mens, mentis), pertaining to the mind; servator (from servare), 
one who serves. 

The following reference books will be found useful: 

1. In studying the word from the English standpoint, Skeat’s 
Etymological Dictionary of the English Language. 

2. In studying groups of words from the Latin standpoint, 
Jenks’s Latin Word Formation. 

3. In studying words from the French standpoint, Brachet’s 
(or Cledat’s) Etymological Dictionary of the French Language. 



PART II. LESSON PLANS 


The last 50 pages of First Latin Lessons are identical 
with Part I of Second Latin Lessons and may be covered 
in the first year if time permits the reading of more material 
or the course of study of the school requires the additional 
grammar material. The grammar lessons cover the following 
topics: 


Lesson V: Dative with special verbs; 

Review of dative forms and uses; 
Deponents of first conjugation. 


Lesson IX: Ablative absolute; 

Review of ablative forms and uses; 
Deponents of second conjugation. 
Lesson XIII: Present active participle; 

Deponents of third conjugation. 


Lesson XVI: Dative with compound verbs; 

Deponent verbs of third conjugation in -ior. 
Lesson XIX: Nine irregular adjectives; 

Deponents of fourth conjugation. 


Each of the reading sections is followed by questions in Latin 
and also by Special Studies based on the section. These Special 
Studies consist of: 


i. Vocabulary Drills. 

Each vocabulary drill contains ten or twelve words found in 
the section which it follows. The words are chosen from the 
lists mentioned on p. 9 of this manual. About half of the 
words are new, half are words already studied and are in¬ 
cluded here for review. 

16 


MANUAL 


17 


2. English and Latin Word Studies. 

Some study of Latin word formation or English derivatives 
should be included in each lesson. These first word studies 
contain a review of the prefixes and suffixes generally learned 
in the first year. If more material is included than a given 
class can cover, a portion of each study may be omitted. 

3. Form Drills. 

The form drills include all forms previously learned with a 
very few new forms added. Since these drills are largely re¬ 
views, they should require little outside preparation. They 
should not, however, be omitted, as a knowledge of forms, 
their function, and the English way of expressing the same idea 
is probably the most important factor in developing power to 
read and understand Latin. 


LESSON I 

1. The outline of Ovid’s life given in this section should be 
learned. The teacher or a bright pupil may give additional 
incidents in the life of Ovid. Ovid writes about a great flood, 
with which the flood described in the book of Genesis may be 
compared. According to the Bible story eight people and a 
number of animals were saved. In the Greek story, which was 
Ovid’s source, only two persons were saved. 

2. To avoid difficulty in interpretation call attention to the 
following facts before the section is assigned for study: 

1. Ovid represents the home of the winds as in a cave on 
a little island north of Sicily. 

2. The king of the winds, Aeolus, keeps them confined in the 
cave and looses them as ordered by the gods. 

3. Aquilo blows away the clouds and brings fair weather. 


i8 


SECOND LATIN LESSONS 


4. Notus, white haired, with moisture dripping from hair, 
beard, and garments, brings wet weather. 

5. He causes thunder and rain by pressing the clouds with 
his hands. 

6. Iris, goddess of the rainbow, draws up the water from the 
earth and gives it as food to the clouds. 

4 . Ten minutes of class time should be enough to cover 
this special study. Eleven pupils may be sent to the board 
with the following assignments (either written on slips of paper 
or as headings on the board before the class assembles): 

1. Genitive, gender, meaning of annus, aqua, caelum, cibus. 

2. Meaning and case used with ab (a), ex (e), in. 

3. Principal parts and meanings of constituo, demitto, emitto, 

premo. 

4. Declension of aqua (English to be given orally). 

5. Declension of annus (English to be given orally). 

6. Present active indicative of premere (English to be given 

orally). 

7. Imperfect active indicative of premere (English to be given 

orally). 

8. Future active, etc. 

9. Present passive, etc. 

10. Imperfect passive, etc. 

11. Future passive, etc. 


Try to send half the class to the board for each such assign¬ 
ment. Give the pupils permanent numbers and send all even 
numbers to the board one day and odd numbers the next day. 
The ones left at the seats should be held responsible for errors 
at the board; e.g., when No. 2 writes, No. 1 watches No. 2; 
when No. 4 writes, No. 3 watches No. 4, etc. 

(2) The English and Latin Word Study may be either oral 
or written and need not take more than three or four minutes. 
The derivation and meaning should be given as follows: 


MANUAL 


19 


constitution, from constituo, means result of deciding 

emission, from emitto, means act of sending forth 

impression, from premo, means result of pressing upon 

mortal, from mors, means subject (pertaining) to death 

annual, from annus, means pertaining to a year 

constitutional, from constitute, means pertaining to a constitution. 

LESSON II 

5 . To aid in interpretation of the passage, call attention to 
the following facts before it is assigned for study: 

1. The Greeks and Romans thought that each river had its 
own god. 

2. Neptune, god of the sea, brother of Jupiter, controlled the 
gods of the rivers also. 

3. Jupiter asks Neptune to aid him by ordering the river 
gods to cause the rivers to overflow and cover the land. 

In 1 . 11 have pupils mark the new dative tanto malo and note 
the use. 

7 . (3) The only new forms are those of vis. See App. 5. 

LESSON III 

8. In 1 . 6 have the dative ramis marked and noted. 

In 1 . 11 have the dative quibus marked and noted. 

10 . (2) a. Many of the English names of animals and trees 
are derived from Latin or through Latin from Greek. It is 
interesting to note that many common objects are known to 
us by the same names that were used hundreds of years ago. 

LESSON IV 

11 . In the Bible story Noah lands on Mt. Ararat and one of his 
first acts is to build an altar and thank Jehovah for his deliverance. 

Explain to the pupils the meaning of an oracle as a cryptic 
or hidden saying whose exact meaning must be discovered by 
the person to whom the oracle is given. 


20 


SECOND LATIN LESSONS 


LESSON V 

New forms: Deponents of the first conjugation. 

New syntax: Dative with special verbs. 

15 . The list of verbs with their principal parts and mean¬ 
ings should be memorized. 

16 . Use the same mark for these datives as for the other 
datives studied. Cf. Secs. 5 and 8. 

17 . The Latin verb rather than the English meaning is 
given in the rule, as it seems much more helpful for the pupil 
to learn the actual list of verbs which he will use rather than 
a list of English verbs which cannot be accurate. The verb 
impero, for example, takes the dative case, but not all verbs 
meaning “to command” require a dative. Have the pupils 
memorize the six verbs found in Sec. 15 and then add new 
verbs which require dative, as they are met in the later reading. 

19 . 1. Homines mall oraculls deorum non credunt. 

2. Homines deletl sunt (narrative) quod Iov! non parebant 

(descriptive or customary action ). 

3. Deucalion et Pyrrha deo placebant. 

4. (El) dils (dls) dona multa dederant et imperatls eorum 

paruerant. 

5. Dona hominum bonorum semper sunt cara et grata dils 

(dls). 

20 . Do not fail to note the derivation of the word “depo¬ 
nent.” In Sec. 13 (3) the first conjugation was reviewed. 
The form of the deponent verb should cause no trouble and the 
emphasis should be on its use and its translation. 

LESSON VI 

21. In line 4 the ablative absolute occurs for the first time. 
Have the new construction blocked off as in the following ex¬ 
amples and call attention to the parts of speech of which it is 
composed; 


MANUAL 


21 


|Nubibus remotis, composed of a noun in the ablative case 
and a perfect passive participle in agreement. 


deposito tridente:, in 1. 5, composed of a noun in the ablative 


case and a perfect passive participle in agreement. 


Other constructions which should be marked and noted are: 
In 1 . 2, ‘Unum virum . . . superesse,’ indirect statement with 
the verb videt. 

In 1 . 4, caelo . . . terrls, indirect objects. 

In 1 . 6, conchae, dative with the compound verb inspirare. 


LESSON VII 


24 . Constructions to be marked or noted are: 

In 1 . 2, multis lacrimis, ablative of manner. 
In 1 . 8, hoc modo, ablative of manner. 

In 1 . 12, quo modo, ablative of manner. 

In 1 . 8, els, dative with placuit. 

In 1 . 10, musco, ablative of cause. 

In 1 . 12, saxo, dative, indirect object. 

In 1 . 13, nobis, dative, indirect object. 

LESSON VIII 


27 . Constructions to be marked or noted are: 

In 1 . 2, imperatis, dative with parere; 
mihi, dative, indirect object. 

In 1 . 3, umbris, dative with nocere. 

In 1 . 11, statuae, dative with adjective similis. 

In 1 . 3, iactatis ossibus, ablative absolute composed of a noun 
in the ablative case and a perfect passive participle in agree¬ 
ment. 

In 1 . 6, ‘ lapides in corpore terrae ossa dici,’ an indirect state¬ 
ment depending on puto. 










22 


SECOND LATIN LESSONS 


LESSON IX 

New forms: Deponents of the second conjugation. 

New syntax: The ablative absolute. 

The motto vice versa is an example of an ablative absolute 
phrase which has been brought over into English. Have the 
pupils pronounce both as Latin and as English. 

30 . The first two examples of the ablative absolute dis¬ 
cussed in this section have occurred in the reading exercises 
and the pupil should be familiar with the translation and the 
parts of speech used. In Example 3 the ablative absolute is 
composed of a noun and adjective, in Example 4 of two nouns. 
The pupil should be taught to translate the thought of the abla¬ 
tive absolute phrase tentatively by using a with -phrase and 
then to expand the phrase into a clause which will show more 
clearly the connection with the rest of the sentence. The teacher 
should make sure that the pupils understand fully the discussion 
given in Sec. 32. 

33 . 1. With the winds shut up, etc., Ventls clausls Iuppiter 
nubes emlsit. 

2. ' With the sky filled with clouds, etc., Caelo nubibus com- 
pleto, Iuppiter fratrem suum Neptunum advocavit. 

3. With the earth struck, etc., Terra percussa, Neptunus 
viam aquls (aquarum) patefecit (aperuit). 

4. With the signal given, etc., Signo dato, Triton flumina et 
undas (undasque) revocavit. 

5. With many men destroyed, etc., Multis hominibus deletls, 
Iuppiter tamen uni viro et uni feminae pepercit. 

6. With the mountain gained, etc., Monte capto, (el) templo 
Themidis appropinquaverunt. 

36 . The list of ablatives in this section should be memorized 
and closely associated with the ablative endings summarized 
in Sec. 35. 


MANUAL 


23 


LESSON X 


38 . Consult a book on mythology for the story of Perseus 
up to the time of his meeting with Andromeda. See Sec. 41 
(5) for references. 

39 . Constructions to be marked or noted are: 


In 1 . 2, Pennis resumptls, abl. abs., composed of a noun and 
a perfect passive participle. 

In 1 . 3, motis talaribusj, abl. abs., etc. 

Ini 


4 , 


Gentibus 


relictis 


, abl. abs., etc. 


In 1 . 6, Andromedan immeritam maternae linguae poenas 
pendere, an infinitive phrase used after iusserat. 

In 1 . 10, catenls, abl. with dignus. 

In 1 . 11, requlrenti and Instanti ( 1 . 13) should merely be no tea 
as new participial forms to be studied later. 

In 1 . 14, narratls omnibus, abl. abs., etc. 

In 1 . 15, ponto, dat. with the compound imminet. 


LESSON XI 

42 . Constructions to be marked or notea are: 
In 1 . 7, dotibus, indirect object. 


In 1 . 10, dimotis . . . undis, abl. abs. 

In 1 . 10, rupibus, dat. with appropinquat. 

In 1 . 11, tellure . . . repulsa, abl. abs. 

Ini. 12, aera, accusative singular of the Greek third declension. 
In 1 . 14, aquis, dat. with the compound subdit. 












24 


SECOND LATIN LESSONS 


LESSON XII 

45 . Constructions to be marked or noted are: 
In 1 . 3, talaribus, dat. with credere. 


In 1. 3, stantibus aquis, abl. abs. 


In 1 . 4, ponto moto, abl. abs. 

In 1 . io, dls, dat., indirect object. 

In 1 . 12, deae . . . Mercurio . . . summo, dat., indirect objects. 
A present participle of each conjugation has been used in the 
reading lessons; see note 5. These should be listed on the 
board as follows: 


Pres. Inf. 

stare 

tenere 

requlrere 

venire 


Pres. Part. 
stans 
tenens 
requlrens 
veniens 


The pupils should attempt to form a rule for the formation 
of the present participle and compare their statement with 
Sec. 48. This should be done immediately before the assign¬ 
ment of the following grammar lesson. 


LESSON XIII 

New forms: Present participle; deponents of third conjugation. 

52 . English words derived from present participles of the 
first conjugation end in -ant, but not all English words ending 
in -ant are derived from first conjugation verbs. Note carefully 
Secs. 53 and 54. 

55 . The pupils should make individual charts or a large 
class chart as follows: 










MANUAL 


25 


Latin Verb 

Pres. Participle 

Acc. Case 

English 

agere 

agens 

agentem 

agent 

apparere 

apparens 

apparentem 

apparent 

ascendere 

ascendens 

ascendentem 

ascendent 

componere 

componens 

componentem 

component 

constituere 

constituens 

constituentem 

constituent 

consistere 

consistens 

consistentem 

consistent 

continere 

continens 

continentem 

continent 

currere 

currens 

currentem 

current 

fluere 

fluens 

fluentem 

fluent 

ignorare 

ignorans 

ignorantem 

ignorant 

importare 

importans 

importantem 

important 

inhabitare 

inhabitans 

inhabitantem 

inhabitant 

insurgere 

insurgens 

insurgentem 

insurgent 

instare 

instans 

instantem 

instant 

latere 

latens 

latentem 

latent 


The pupil should give orally the meaning of each Latin 
present participle and connect the meaning of the English 
derivative with the meaning of the Latin participle; e.g., an 
agent is a person doing something. 

56 . i. Perseus patrl auxilium oranti (rogantl) benigne dixit. 

2. Clamores puellae ab hominibus ad litus venientibus au¬ 

dit! sunt. 

3. Homines Perseum in rape stantem spectabant. 

4. Perseus tergum ferae ad rupem venientis percussit. 

5. Perseus, dextram (manum) puellae tenens, earn ad pa- 

rentes eius duxit. 

LESSON XIV 

59 . Constructions to be marked or noted are: 

In 1 . 5, visis, dat. with the compound praeponere. 

In 1 . 7, cui, dat. with licuit. 

In 1 . n, Mihi, dat. of possessor, a new construction not to be 
emphasized here. 

In 1 . 12, dea, abl. with dignus, the second occurrence of this 
construction; cf. catenis in Sec. 39, 1 . 10. 



26 


SECOND LATIN LESSONS 


LESSON XV 


62 . Constructions to be marked or noted are: 

In 1 . 2, mihi, dat. with the compound praeferre. 
In 1 . 4, mihi, dat. with nocere. 


In 1 . 12, vobis creatis, abl. abs. 

In 1 . 13, null!, dat. with cedo. 

In 1 . 14, mihi, dat. with the compound succurritis. 
In 1 . 15, natis, dat. with the compound postponere. 


LESSON XVI 

New forms: Deponent verbs of the third conjugation in -ior. 

New constructions: Dative with compound verbs. 

The words of this motto were spoken by Dido to Aeneas. 
Note the dative miseris with the compound succurrere. 

65 . These sentences, taken from recent reading lessons, 
should already be familiar to the pupils. Have the pupils mark 
each dative with a waved underline. Note that many of these 
compound verbs are very similar in meaning to the special verbs 
treated in Lesson V. 

68. The pupil should give the literal as well as the derived 
meaning of each compound verb; e.g., adesse, to be for, to assist; 
anteponere, to place before, to value . . . more highly than. The 
derived meanings should be used in translating the comple¬ 
tion exercise. 


1. Del reglnae malae non aderant. 

The gods did not assist the wicked queen. 


2. llberls 

3. diis (dls) immortalibus 

4. flliabus 

5. sacrificio 

.6. duobus diis (dls) 

7. sibi 


8. reglnae suae 

9. matrl suae, Latonae 
o. matrl suae 

11. marl to su 5 et llberls (natis) 

suls 

12. llberls (natis) suls 





MANUAL 


27 


69 . 


Latin Verb 

Exact Meaning 

English Derivative 

occurrere 

to run against 

occur 

offerre 

to carry toward 

offer 

omittere 

to let go against 

omit 

opprimere 

to press against 

oppress 

obtinere 

to hold against 

obtain 

praecludere 

to shut out in advance 

preclude 

praeferre 

to carry before 

prefer 

praecedere 

to go before 

precede 

praescribere 

to write in advance 

prescribe 

praesidere 

to sit before 

preside 

succurrere 

to run under 

succor 

sufferre 

to bear up under 

suffer 

sustinere 

to hold up beneath 

sustain 

supportare 

to carry beneath 

support 

suggerere 

to put under 

suggest 


70 . 1. Feminae Thebanae reglnae suae paruerunt. 

2. Regina deae se anteposuit (praetulit). 

3. Dea, Latona, liberis (natis) suls carissima erat ( descrip¬ 

tive :). 

4. Apollo matri suae auxilium dedit. 


LESSON XVII 

72 . Constructions to be marked or noted are: 

In 1 . 4, dum . . . flectit; dum is often used with the present 
tense in Latin, where the English idiom or manner of expression 
would req uire a past. 

In 1 . 7, jaudito . . . sonitu, abl. abs. 

In 1 . 11, labor!, dat. with compound imposuerant. 

In 1 . 13, pectoribus, dat. with compound contulerant. 

In 1 . 15, solo, dat. with compound imposuerunt. 

In 1 . 19, Dum . . . temptat; cf. on dum . . . flectit in 1 . 4. 

In 1 . 23, corde . . . percusso, abl. abs. 







28 


SECOND LATIN LESSONS 


The pupils should be able to see some of the beauty of the 
original passage which has been retained in the simplified form. 
Note alliteration: 

In 1 . i, patens prope. 

In 1 . 7, sonitu sagittae Sipylus. 

In 1 . 13, pectora pectoribus. 

In 1 . 17, fatifero ferro. 

In 1 . 19, telum trahere temptat. 

In lines 14 and 15 note (1) repetition of simul; (2) no connec¬ 
tive; (3) position of simul. 


LESSON XVIII 


75 . Constructions to be marked or noted are: 


In 1 . 2, 


ferro . . . adacto 


, abl. abs. 


In 1 . 5, Corporibus, dat. with the compound incumbit. 
In 1 . 6, natis, dat., indirect object. 

In 1 . 


demissis capillis, abl. abs. 


In 1 . 14, sorori, dat. with compound immoritur. 
In 1 . 15, flliabus datisj, abl. abs. 


In 1 . 17, dum . . . rogat; cf. on Sec. 72, 1 . 4. 


In regard to the beauty of the passage note: 

In 1 .16, repetition of totus with no connective between phrases. 
In lines 18 and 19, Orba, etc.; note the rhythm of the sen¬ 
tence and the repetition of -que. 


LESSON XIX 

New forms: Nine irregular adjectives; deponents of fourth 
conjugation. 

79 . This list should be memorized. Each adjective should 
be declined in the singular. 









MANUAL 


29 


82 . Note that the genitive and dative endings of these 
pronouns are the same as those of the nine irregular adjectives 
listed in Sec. 79 except that c is added to the dative of hie 
giving the form huic. 

83 . Note that the plural genitive endings of all declensions 
end in the letters -um (-arum, -orum, -um or -ium, -uum, 
-erum). 

84 . 1. Aliae feminae deds colunt, aliae eos timent. 

2. Pulchritudo nulllus feminae pulchritudinem deae superat. 

3. Uter llberorum (natdrum) Latonae fllios (natos) reginae 

interfecit (necavit) ? 

4. Alia puella misera morata est, alia celeriter pro(cu)cur- 

rit. 

5. Apollo matrl suae auxilium, doldrem alter! matrl pollici- 

tus est. 

6. Fllia minima natu sola mortl fratrum suorum et sororum 

superfuit. 

7. Niobes (Greek gen.) corpus totum saxum erat. 

8. Sexflliabus interfectls (necatls), Niobe clamavit, “Parce 

(Parcite) uni.” 


LESSON XX 

% 

87 . Constructions to be marked or noted are: 

In 1 . 1, Miseni, locative case, construction to be studied 
later; call attention to the fact that the form is identical with 
the genitive singular. 

class!, dat. with compound praeerat. 

In 1 . 3, nubem, subject of infinitive apparere. 

magnitudine et specie, ablative of description, the first occur¬ 
rence of the construction. 

In 1 . 4, sole, abl. of means with utor, the first occurrence of the 
construction. 

In 1 . 6, pinui, dat. with adj. similis. 



30 


SECOND LATIN LESSONS 


In 1. ii, domo, abl. place from which, no preposition, the first 
occurrence of the construction. 

In 1. 12, Tasci, locative case; cf. Misenl, 1. i. 

In 1. 13, monti, dat. with compound subiacebat. 

In 1. 16, Rectinae . . . multis, dat., indirect objects. 

In 1. 20, navibus, dat. with compound incidebant. 

Compare the description given in 11. 5-9 with the picture on 
p. 56 and with a picture of a recent eruption, if one is available. 


LESSON XXI 

90. Constructions to be marked or noted are: 


In 1. 2, gubernatori, dat., indirect object. 

In 1. 3, Stabiis, abl. place where, no preposition, construction 
to be studied in the following grammar lesson. 

In 1. 10, hilari, dat. with adj. similis. 

In 1. 12, quietl, dat., indirect object. 

In 1. 14, limini, dat. with compound obversabantur. 

In 1. 21, capitibus, dat. with compound imposita. 


In 1. 29, spiritu obstructo 


, abl. abs. 


In 1. 30, dormienti, mortuo, dats. with adj. similior. 


Latin 

English 

Root Word 

Meaning 

92. (2) c. hilaritas 

hilarity 

hilaris 

quality of being 
cheerful 

securitas 

security 

securus 

state or condi¬ 
tion of being 
secure 

amplitudo 

amplitude 

amplus 

quality of being 
large 

Have a pupil give a report on 
Vesuvius since the one in 79 a.d. 

the number of eruptions of 





MANUAL 


31 


LESSON XXII 

New forms: The irregular verb, fero. 

New syntax: Expressions of place without a preposition. 

94 . The only forms of fero to be learned at this time are the 
indicative, present infinitive, present imperative, and present 
participle. 

95 . Have pupils make an outline as follows and fill in with 
the expressions of place found in the reading exercise: 


PLACE . 


Where 

From 

Which 

To Which 

Where 

From 

Which 

To Which 

Abl. 

Abl.' 

Acc. 

Abl. 

Abl. 

Acc. 

in 

ab, de, ex 

ad, in 

No preposition 








After the place constructions in Sec. 95 have been listed, ask 
questions as to the type of noun which does not have a preposi¬ 
tion. Have the pupils check their findings by references given 
in Sec. 96. 

98 . The list of accusative uses should be memorized. 

99 . 1. Titus Pompeils Neapolem ire voluit. 

2. (Is) Neapolem nave ferebatur. 

3. Mare erat asperum et navis Pompeios relata est. 

4. Turn viator ex urbe terra profectus est. 

5. (Is) ex urbe rus celeriter latus est et sub noctem Romam 

venit. 

6. Sardinia multa milia passuum ab Africa est. 

7. (Is) unum exercitum ad urbem duxit et alium in castris 

rellquit. 






















3 2 


SECOND LATIN LESSONS 


LESSON XXIII 


100 . Constructions to be marked or noted are: 

abl. abs. 


Avunculo profecto 


quassatis . . . tectis , abl. abs. 


With the description in 11 . 9-10 compare the picture of a 
villa on page 69. 

Have a report given by one of the members of the class on the 
Roman bath. 


LESSON XXIV 

103 . This section contains a number of infinitives. Empha¬ 
size the different uses of the infinitive as follows: 

In 1 . 3, esse, inf. with subject acc. with cupit. 

In 1 . 3, esse, inf. with subject acc. with cupivit. 

In 1 . 4, evadere, comp. inf. with cessatis. 

In 1 . 5, consulturos esse, inf. in ind. dis. after respondimus. 

In 1 . 7, descendere, operlre, historical infinitives with subject 
(nubes) in nom. case. 

In 11 . 7 and 8, orare, hortari, iubere, historical infinitives with 
subject (mater) in nom. case. 

In 1 . 8, fugere, inf. with subject acc. with iubere. 

In 1 . 8 , posse, inf. in ind. dis. with verb of saying implied in 
iubere. 

In 1 . 9, posse, same as posse in 1 . 8. 

In 1 . 9, fugere, comp. inf. with posse. 

In 1 . 10, esse, comp. inf. with recuso. 

In 1 . 10, addere, inf. with subject acc. after cogo. 

In 1 . 17, perire, inf. in ind. dis. with credidi. 

In 1 . 19, esse, comp. inf. with solet. 

In 1 . 24, abire, comp. inf. with cupivimus. 







MANUAL 


33 


LESSON XXV 

New forms: Locative case. 
New syntax: Use of locative. 


108 . Have a spell up or down on the place constructions 
given in this section. 

The teacher says, “ Vir remansit at Rome.” 

The pupil says, “Romae” or “Vir remansit Romae” and so 
on through the nineteen expressions given. 

Another interesting drill on place constructions is for the 
teacher or a pupil to write on the board a Latin travelogue using 
the map between pages 8 and g or a large wall map. 

109 . 1. Titus Romae (re)manere cuplvit sed eius avus eum rus 

venire cuplvit. 

2. Avus eum ex urbe proficlscl et Veios properare (con¬ 

tendere) iussit. 

3. (Is) Veils Clusium iit (ivit). 

4. (Is) Clusil duos dies (re)mansit, turn Arretium iit (Ivit). 

5. (Is) Arretil duas horas erat (fuit). 

6. Arretio relicto, (is) ad avl vlllam celeriter latus est. 


112 . 


praeesse 

referre 


currere 

deferre 

distare 

fluere 

Inferre 


conferre 

convenire 


agere 

audire 

cadere 


Verb 


Pres. Participle 

agens(-ntis) 

audiens(-ntis) 

cadens(-ntis) 

conferens(-ntis) 

conveniens(-ntis) 

currens(-ntis) 

deferens(-ntis) 

distans(-ntis) 

fluens(-ntis) 

inferens(-ntis) 

praesens(-ntis) 

referens(-ntis) 


Latin Noun 

agentia 

audientia 

cadentia 

conferentia 

convenientia 

currentia 

deferentia 

distantia 

fluentia 

inferentia 

praesentia 

referenda 


English 

agency 

audience 

cadence 

conference 

convenience 

currency 

deference 

distance 

fluency 

inference 

presence 

reference 


34 


SECOND LATIN LESSONS 


LESSON XXVI 

New forms: Perfect and future infinitives. 

115 . Have pupils learn the rules given in Sec. 114, form the 
infinitives for the verbs portare, movere, etc., and then check 
results by Appendix 27. 

117 . The rules and examples in this section should be memo¬ 
rized. 

119 . 1. Titus scripsit se Clusio profectum esse. 

2. (Is) scripsit se Arretil non (re)mansurum esse. 

3. (Is) dixit avum suum rurl esse. 

4. (Is) pollicitus est se avo suo pariturum esse. 

5. TitI pater respondet se Arretium non iturum esse. 

6. (Is) dlcit se aegrum fuisse et se doml esse. 

7. Epistula accepta Titus huml iacebat et librum legebat. 

LESSON XXVII 

120 . Note all infinitives in indirect discourse and their ac¬ 
cusative subjects: 

In 1 . 4, ‘ se esse ’ depending on dixit. 

In 1 . 4, ‘eum . . . iturum esse . . . gesturum esse . . . reversu- 
rum esse . . . moriturum esse ’ depending on dixit. 


LESSON XXVIII 

123 . Constructions to be marked or noted are: 

In 1 . 4, longa barba, horrenti capillo, ablatives of description 
modifying senex. 

In 1 . 8, oculis, dat. with compound verb inerrabat. 

In 1 . 11, Athenas, acc. place to which, without prep, because 
the name of a town. 

In 1 . 12, 


audito pretio|, abl. abs. 





MANUAL 


35 


In 1 . 13, Omnibus . . . cognitis, abl. abs. 

In 1 . 16, scribendum, gerund, construction to be studied in 
the following lesson. 

In 1 . 17, concuti, hist. inf. 

In 1 . 18, mover!, tollere, remittere, hist. infs. 

In 1 . 19, crebrescere, venire, hist. infs. 

In 1 . 20, audiri, hist. inf. 

In 1 . 21, vocanti, dat. with adj. similis. 

In 1 . 22, tabellls, stilo, dats. with compound verb incumbit. 
capiti, dat. with compound verb insonabat. 


In 1 . 28, Hoc facto, abl. abs. 


LESSON XXIX 

New forms: Gerund. 

New syntax: Use of gerund. 

126 . For the translation of the gerund see App. 27. 

130 . 1. Epistula patris lecta, Titus tempus (suum) ad ludendum 

dedidit. 

2. Avus putat mentem Titi legendo altum iri. 

3. Titus ludere amat, sed parendo avo suo placebit. 

4. Titus pollicitus est se saepe scripturum esse. 

5. Pater Romam Ibit quod medicum videre cupit. 

6. Pater scripsit matrem Neapole (re)mansuram esse. 


LESSON XXX 

Sections 131, 132, 133, 134 should be read, but not memo¬ 
rized. Call attention to the pictures on pp. 84, 87, 97, 447. 
For suggested reading see p. 91. 

135 . The forms of the present subjunctive are introduced. 
The new construction is the volitive subjunctive, which in 
Plautus’s play has about the same force as an imperative. Have 
pupils mark each subjunctive as follows: |fleas.| List all sub- 







3 6 


SECOND LATIN LESSONS 


junctives on the board as they are met in the reading. Call 
for the present infinitive of each verb and note the formation of 
the subjunctive. 

The subjunctive appears in the following lines: 


In 1 . 12, fleas 
In 1 . 13, fleam 
In 1 . 13, defleam 
In 1 . 20, habeas 


In 1 . 23, venias 
In 1 . 24, moneas 
In 1 . 35, obsistat 
In 1 . 59, abeas 


Note the similarity in the force of these subjunctives and that 
of the imperatives which occur in 11. 44-55. 


LESSON XXXI 

New forms: Present active subjunctive. 

New syntax: Volitive subjunctive. 

139 . By comparing the present stem of the model verbs with 
the present subjunctive of these verbs, the pupil should work 
out some such rule as the following: 

To form the present subjunctive of a 1st conjugation verb, 
change a of the present stem to e; of a 3rd conjugation verb, 
change e of the present stem to a; of 2nd and 4th conjugation 
verbs, add a to the present stem. The subjunctive of an io verb 
of the 3rd conjugation is like that of a 4th conjugation verb. 

140 . The endings and quantities should be: 


Indicative 

Subjunctive 

-6 

-em 

-as 

-es 

-at 

-et 

-amus 

-emus 

-atis 

-etis 

-ant 

-ent 


143 . The pupil should also work out some such set of rules 
as the following for forming the present imperative: 


MANUAL 


37 


(1) The present active imperative singular is the present stem 
of the verb. 

(2) To form the plural add -te to the present stem. 

(3) To form the present passive singular add -re to the present 
stem. Note the form as identical with the active infinitive. 

(4) To form the present passive plural add -mini to the pres¬ 
ent stem. Note as identical with the present indicative passive. 


150 . 


1. Fleas (Fleatis) fllium meum. 

Fie (Flete) fllium meum. 

2. Ne fleas (fleatis) cenam. 

3. Aperiatis ianuam (forem) servl (servae). 
Aperlte ianuam (forem) servl (servae). 

4. Veniatis tempore, pueri. 

Venlte tempore, pueri. 

5. Ne venias sero, puer. 

6. Alius servus ianuam (forem) aperiat. 

7. Alius ignem faciat. 

8. (Nos) cenemus. 


LESSON XXXII 

151 . Do not emphasize the subjunctive use (optative) which 
occurs in the first line. Note and mark each independent 
volitive subjunctive as in Sec. 135. 

New subjunctive uses to be marked or noted are: 

In 1 . 1, p. 96, [ut. . . detis], noun clause of desire, object of 
oramus. 

In last line, p. 98, [ne . . . vagiant], adverb clause giving 
purpose of curent. 

In 11 . 2-3, p. 99, [ne . . . sint molestae], adverb clause giving 
purpose of conferant. 

In 1 . 10, p. 99, [ut. . . adsit], noun clause of desire, object of 

oro. 

In 1 . 11, p. 99, [ne , , , irrideatur], noun clause of desire, 
object of oro. 


38 


SECOND LATIN LESSONS 


LESSON XXXIII 

New forms: Imperfect subjunctive, pres, and imp. subj. of sum. 
New syntax: Noun clause of desire. 

156 . Refer to pp. 98 and 99 for further examples of these 
four ways of expressing a request. 

157 . To emphasize close relation between the idea expressed 
by the volitive subjunctive and noun clause of desire, have the 
pupils change the four volitive subjunctives in 11. 1 and 2 on 
p. 99 to noun clauses of desire as follows: 

1. Poeta orat ut matronae tacitae spectent. 

2. Poeta orat ut (matronae) tacitae rideant. 

3. Poeta orat ne (matronae) canora voce sua hie tinniant. 

4. Poeta orat ut (matronae) domum sermones conferant. 

165 . 1. Imperator histricus imperavit ut spectatores residerent. 

2. Imperator imperavit ne servi residerent. 

3. Imperator oravit ut matronae tacitae spectarent. 

4. Imperator oravit ne matronae tinnlrent. 

168 . 1. Poeta orat ut matronae tacitae (tacite) rideant. 

2. Poeta servos locum llberls dare iubet. 

3. Poeta imperat ut servi locum llberls dent. 

4. Poeta imperat ut nutrices infantes suos doml curent. 

5. Poeta orat ne matrbnae molestae sint. 

6 . Poeta oravit ut matronae tacitae (tacite) rlderent. 

7. Poeta servos locum llberls dare iussit. 

8. Poeta imperavit ut servi locum llberls darent. 

9. Poeta imperavit ut nutrices Infantes suos doml cu- 

rarent. 

10. Poeta oravit ne matrbnae molestae essent. 

LESSON XXXIV 

New forms: Present and imperfect subjunctive passive. 

New syntax: Optative subjunctive. ' 

167 - 172 , 175 . May be omitted. See list on p. 6 of this 
Manual. 


MANUAL 


39 


175 . 


1. Hodie turba ne sit. 

2. Utinam matronae tacitae (tacite) spectarent! 

3. Utinam matronae ne tinnlrent! 

4. Nutrices Infantes suos doml curent! 

5. Infantes quasi haedl ne vagiant! 

6. Matronae tacitae (tacite) rideant. 

7. Matronae ne molestae sint. 

8. Utinam doml essent! 


LESSON XXXV 

176 . Subjunctives to be marked or noted are: 

In 11 . 13-14, [satis-ne . . . deceat], indirect question, object 
of die. 

In 1 . 23, [ut . . . cogitesl, noun clause of desire, object of ord. 
In 1 . 28, [ut ornata sim], adverb clause giving purpose of Da. 
In 1 . 38, [Ut. . . oblinam], adverb clause giving purpose of 
Da of 1 . 36. 

In 1 . 52, [ut. . . placeam], adverb clause giving purpose of 

exorno. 

In 1 . 56, [ut. . . cenarem], adverb clause giving purpose of 

venl. 


LESSON XXXVI 

New forms: Volo, nolo, malo. 

New syntax: Adverb clause of purpose; potential subjunctive. 

184 . The adverb clause of purpose and the noun clause of 
desire are closely related in force to the independent volitive 
subjunctive. Emphasize the fact that these subjunctive uses 
have essentially the same underlying idea, the desire of the 
speaker. 

187 . 1. Philematium mihi placere vult. 

2. Ea mihi displicere non vult. 

3. Ea se adornat ut (ea) mihi placeat. 


40 


SECOND LATIN LESSONS 


4. Matronae tacitae (tacite) spectent ne (eae) molestae 

sint. 

5. Spectators Romani gladiatores saepe malebant. 

6. Histriones delinquere noluerunt. 

7. Philematium oravit ut Scapha e! cerussam daret lit 

(ea) malas oblineret. 

8. Philolaches ad Philematium venit ut cum ea cenaret. 

9. Visne unguenta? Nolo. 

10. Philolaches se flores nolle dlcit. 

11. (Is) se Philematium malle dlcit. 


188 - 192 . May be omitted. See p. 6 of this Manual. 

192 . 1. Veils ventos et tempestates? 

2. Quantum (ego) bene cenare velim! 

3. (Tu) multos elephantos videres. 

4. (Tu) hoc non dubites. 

5. Aliquis hoc non sciat. 

6. Aliquis hoc non sclret. 


LESSON XXXVII 

193 . Emphasize the indirect question as it is to be studied 
in the following grammar lesson. 

Subjunctives to be marked or noted are: 

In 1 . 3, [ut. . . sit], noun clause of desire, object of Curate. 

In 11 . 4-5, [ut. . . praestringat], adverb clause of purpose. 

In 1 . 11, [quem . . . seryaverim], indirect question, object of 
Die. 

In 1 . 22, [quo modo . . . fregeris], indirect question, object of 
memini. 

In 1 . 24, [ut. . . perforaret], adverb clause giving result of 
tantum ictum. 

In 1 . 29, [quanta . . . sit], indirect question, object of Die. 

In 1 . 32, [quo modo . . . habeas], indirect question, object of 

intellego. 

I n 1 - 33 >[ n e ». • tabescat], noun clause of fear, object of Timed, 


MANUAL 


4i 


In 1 . 6, p. 122, [cur . . . ament], indirect question, object of 

Miror. 

In 11 . 7-8, [ut. . . ament et laudent], adverb clause giving 
result of Tam lepidus. 

In 11 . 15-16, [quid fecerit], indirect question, object of nostine. 
In 1 . 25, [quid . . . dlxerim], indirect question, object of 

narravl. 

In 1 . 26, [ut narres], noun clause of desire, object of oro. 

I n 1- 35? [quid . . . fecerit], indirect question, object of die. 

In 1 . 38, [ne . . . fierem], noun clause of fear, object of Time- 
bant. 

194 . 1. Pyrgopolynices clipeum tam splendidum esse volebat ut 

oculorum aciem in acie hostium praestringeret. 

2. Mars ipse erat Pyrgopolynlci non par. 

3. Pugno suo Pyrgopolynices elephant! femur frangere po- 

terat. 

4. Bona cena semper Artotrogo bonam memoriam dedit. 

5. Stultus erat Thrasd. 

6 . Non credebat mllitl glorioso Gnatho. 


LESSON XXXVIII 


New forms: Perfect and pluperfect subjunctive. 
New syntax: Indirect question; sequence of tenses. 


209. 


1. Philematium rogat utrum vestis earn deceat. 

2. Philematium rogavit utrum vestis earn deceret. 

3. Artotrogus scit quanta summa sit. 

4. Artotrogus sclvit quanta summa esset. 

5. Thraso mlratur cur mulieres (feminae) eum 1 2 3 4 5 6 7 8 9 10 ament. 

6. Thraso mlratus est cur mulieres (feminae) eum 1 ama- 

rent. 

7. Gnatho scit quid rex fecerit. 

8. Gnatho sclvit quid rex fecisset. 

9. Thraso saepe narrat quid olim in convlvio dlxerit. 

10. Thras5 saepe narrabat quid olim in convlvio dlxisset. 

1 It is also possible to use se as an indirect reflexive. 


42 


SECOND LATIN LESSONS 


LESSON XXXIX 

New syntax: Noun clause of fear, adverb clause of result. 
210-214. Optional. 

219. This table is useful for reference; it need not be memo¬ 
rized. 

220. If Secs. 167-172 have been omitted, leave out Sentence 
12. If Secs. 210-214 have been omitted, leave out Sentences 7, 
9, 10. 

1. Philematium est tam lepida ut Philolaches earn magno- 

pere amet. 

2. Philolaches Philematium tantum amat ut el multa 

dona det. 

3. Ea se ornat ut el placeat, non sibi. 

4. Ea saepe mlratur num satis se ornaverit. 

5. Artotrogus meminerat quot homines Pyrgopolynlces 

uno die interfecisset (occldisset). 

6. Artotrogus dixit eum tam lepidum esse ut omnes mu- 

lieres eum laudarent. 

7. Dixit se timere ne bona memoria sua languesceret. 

8. Pyrgopolynlces dixit se el optimam cenam daturum esse. 

9. Poeta timuit ne Infantes vaglrent. 

10. Is etiam timuit ut matronae tacitae spectarent. 

11. Poeta oravit ut matronae tacitae (tacite) rlderent et 

. ne tinnlrent. 

12. Hodie turba ne sit. 


LESSON XL 

New syntax: Noun clause of tendency. 

221-225. Optional. 

Although this lesson is here indicated as optional, a knowledge 
of the verbs contained in the list given in Sec. 223 will be useful 
to the pupil in reading. Stress these verbs and their meanings. 
Note that they occur in Sentences 2-8 of Sec. 225. 


MANUAL 


43 


The following Latin sentences may be used for further drill: 

1. Dux effecit ut mllites fortiter pugnarent. 

2. Puer impetrabit ut domum eat. 

3. Rex crudelis coegit ut servl semper laborarent. 

4. Evenit ut servl regem non amarent. 

5. Fit ut mllites fortiter pugnent. 

6. Accidit ut rex non malus vir sit. 

7. Est virorum ut libertatem ament. 

225 . 1. Mihi persuasit ut (ego) cum eo cenarem. 

2. Impetravl ut ablret. 

3. Evenit ut non veniret. 

4. Factum est ut fabula non ageretur. 

5. Est amlcorum ut fldi semper sint. 

6. Accidit ut doml cenaremus. 

7. Strepitus pugilum et clamor mulierum coegerunt ut grex 

ante tempus exlret. 

8. Spectators asperitate sua et clamore impulerunt ut ante 

tempus exlrem. 

Page 143 THE GALLIC WAR 

The reader should imagine himself a resident of Rome at the 
close of the year 58 b.c. reading the dispatch sent by the Roman 
governor of Gaul who has just completed two successful cam¬ 
paigns during his first year of office. A study and discussion of 
Caesar’s life up to the time of his leaving Rome .to take charge 
of his province should precede the reading of Book I of the 
Gallic War. 

The necessary material for this discussion can be found in the 
Introduction to Second Latin Lessons, Part IV, pp. 143-161. 
Important sections to be studied before beginning Book I are 
231, 232, 234, 236, 237, 238, 239. The other sections of the In¬ 
troduction may be taken up as needed to help interpret the pas¬ 
sage being read. 

The translation of the Gallic War is well done in a volume published 
in the Loeb Classical Library (the Latin text with translation on the 


44 


SECOND LATIN LESSONS 


opposite page by H. J. Edwards). New York: G. P. Putnam’s Sons, 1917. 
$2.50. 

An equally good translation is by T. Rice Holmes, Caesar’s Commen¬ 
taries translated into English. The Macmillan Co., 1912. $1.50. 

The teacher provided with either or both of these books will always be 
sure of a correct translation of the Caesar passages even in the simplified 
form as given in Second Latin Lessons for Caesar’s first book. 


Sec. 252 (2) a. Emphasize the meaning of the suffixes as 
follows: 


ornamentum, means of adorning 
flumen, result of flowing 

h. 

Latin Verb Latin Noun Meaning English Noun 


instruere 

monere 

docere 

impedire 

frui 

agere 

certare 

noscere (notus) 


instrumentum 

monumentum 

documentum 

impedimentum 

frumentum 

agmen 

certamen 

nomen 


means of arranging 
means of advising 
means of instructing 
means of hindering 
means of enjoying 
result of advancing 
result of fighting 
means of knowing 


instrument 

monument 

document 

impediment 

frumentum 


noun 


LESSON XLII 

Many teachers are at a loss as to the best way to teach the 
pupil how to read and understand Latin and how to translate 
Latin into idiomatic English. This lesson will help both teacher 
and pupil to clarify their ideas on these points and to fix correct 
methods of procedure. 

LESSON XLIII 

New syntax: Relative clause of characteristic. Optional. 

Relative clause of purpose. 

271. 1. Sunt qui mortem esse flnem putent. 

2. Pater CasticI dignus erat qui a Romanis amicus appel- 

laretur. 

3. Mllites locum idoneum delegerunt in quo castra ponerent. 


MANUAL 


45 

273 . i. Helved! Orgetorigem mlserunt qul cum clvitatibus flni- 
dmls pacem faceret. 

2. Oppida sua incenderunt, ut spem domum reditidnis 

tollerent. 

3. Domicilia sua incenderunt ut (quo) paratiores ad pro- 

fectionem essent. 

4. Helve til diem dlxerunt qua die ad ripam RhodanI omnes 

convenlrent. 


LESSON XLIV 

This lesson introduces no new principle of syntax, but gives a 
summary of voice and tense uses. 

280 . 1. Caesar! nuntiatum erat Helvetios per Provinciam Ire 

constituisse. 

2. Caesar ex urbe contendit et ad Genavam pervenit. 

3. Helved! ad ripam RhodanI conveniebant. 

4. Caesaris adventu (e!) legatos mittunt. 

5. Dlxerunt se per Provinciam Ire velle (cupere). 

6. Una legio omnlno Caesarl (see App. 51) erat, quod alii 

mllites nondum pervenerant. 

7. (Is) igitur legatls respondit se ad deliberandum diem 

sumpturum esse. 


LESSON XLV 

New syntax: Cum-clauses. 

The teacher who wishes to omit the cum-clause of concession 
(which is optional in the second year) may do so by leaving out 
Item 5 in Sec. 285, Item 4 in Sec. 286 and Sentence 5 in Sec. 288. 
The concessive clause, however, occurs in Book I, Chapter 26 
and elsewhere in the Gallic War and may well be included in 
the discussion of cum-clauses. 

286 . Emphasize the mode used with each type of cum-clause 
and the English conjunction which most clearly designates the 
type as follows: 


46 


SECOND LATIN LESSONS 


Type 

1. Time 

2. Circumstance 

3. Cause 

4. Concession 


English Conjunction Mode in Latin 


When 

Ind. 

While, after 

Subj 

Since, because 

Subj 

Although 

Subj, 


288 . 1. Cum primum Caesar Genavam pervenisset, Provinciae 

copias imperavit. 

2. Turn cum Caesar in Galliam venit, Haedul erant prln- 

cipes. 

3. Cum (see Sec. 287) id Caesar! nuntiatum esset, pontem 

rescind! iussit. 

4. Cum Caesar legiones novas conscriberet, Helveti! domo 

iter facere contenderunt. 

5. Cum haec ita sint, tamen (ego) tecum (vobiscum) pa- 

cem faciam. 


LESSON XLVI 

New forms: Active periphrastic, passive periphrastic. Optional. 
New syntax: Active periphrastic, passive periphrastic. Optional. 


294 . 1. (Nos) Ararim transibimus. 

2. (Nos) Ararim transitur! sumus. 

3. Cum German! nos secutur! essent, (nos) domo iter fac- 

turi eramus. 

4. Dixit nos Ararim transituros esse. 


297. 


1. Hae res Orgetorig! faciendae sunt (Haec Orgetorig! 

facienda sunt). 

2. Multitudo hominum Helvetiis ex agris cogenda est. 

3. Omnia pericula nobis subeunda sunt. 

4. Tempus ad deliberandum legatis capiendum est. 

5. Caesar! concedendum erat (fuit). 

6. Caesar! n5n concedendum erat (fuit). 


MANUAL 


47 


LESSON XLVII 

New syntax: Objective, subjective, appositional genitives. 

300 - 303 . Optional, or Exercise VI on pp. 556-557 may be 
substituted. 

303 . 1. Helvetiorum spes domum reditionis sublata erat. 

2. Dumnorlx regni cupiditate adductus (inductus) est. 

3. Helvetii impetum Romanorum non sustinere potuerunt. 

4. In hac re Caesar Helvetiorum iniurias Romanorum 

ultus est. 


LESSON XLVIII 

New syntax: Quod-clause of fact, quod-clause of respect. 
308 - 311 . Optional. 

311 . 1. Caesar recentium iniuriarum Helvetiorum quod per Pro- 

vinciam ire temptaverant memoriam deponere non 
poterat (potuit). 

2. Quod Caesar uno die flumen transierat (-iverat) 

Helvetios commovit. 

3. Caesar magnam partem Tigurinorum concidit, quod 

alii Helvetii auxilium ferre non poterant. 

4. Quod Tigurinos vicerat (superaverat), Caesar ob earn 

rem reliquos Helvetios despicere non debuit. 


LESSON XLIX 

New syntax: Indirect command, summary of essentials of indirect 
discourse. 

This lesson serves as a review of Lessons XXVI and 
XXXVIII. The subjunctive in an indirect command is here 
connected with the independent volitive subjunctive, the con¬ 
struction with which it is most closely related. 


48 


SECOND LATIN LESSONS 



LESSON L 



(Pages 273-275) 


New 

syntax: Genitive of description 


Latin 

Latin 

Original 

English 

Verb 

Noun 

Meaning 

Derivative 

scrlbere 

scrlptura 

a writing 

scripture 

pingere 

pictura 

a painting 

picture 

sepelire 

sepultura 

a burial 

sepulture 

conicere 

coniectura 

a putting together 

conjecture 


378 . i. German! erant magnae staturae. 

2. Dux in castris mllites gravis armaturae relinquere con- 

stituit. 

3. Longitudo camerae erat vlginti pedum et latitudo quln- 

decim pedum. 

4. GraecI erant homines magnae culturae et humanitatis. 

5. Romani tres dies propter sepulturam mortuorum (oc- 

clsorum) moratl sunt. 

6. (Nos) haec (has res) modo coniectura scire possumus. 

7. Audlvlmus Belgas esse magnae virtutis. 

8. Scripttira tantl pretil dlligenter servanda est (servarl 

debet). 


LESSON LI 

(Pages 285-286) 

New forms: Quisque. 

New syntax: Subordinate clauses in indirect discourse. 

396 . The pupil should review Secs. 114 and 117 of Lesson 
XXVI before writing this section. 

1. Dux dixit, “(Ego) cuique mllitl qul in oppido est prae- 

mium dabo.” 

2. Dux dixit se cuique mllitl qul in oppido esset praemium 

daturum esse. 

3. Vir respondit, “(Nos) vincemus, si quisque pugnabit. 5> 


MANUAL 


49 


410 . 


4. Vir respondit se et alios victuros esse, si quisque pug- 

uaret. 

5. Miles dlcit, “(Nos) pugnamus quod vita cuiusque in 

perlculo est.” 

6. Miles dlcit se et alios pugnare quod vita cuiusque in 

perlculo sit. 

7. Caesar dixit, “(Ego) oppidum servavl, quod quisque 

(vir) ante occasum solis se dedidit.” 

8. Caesar dixit se oppidum servavisse quod quisque (vir) 

ante occasum solis se dedidisset. 

9. Quisque (vir) respondit, “ (Ego) die qui constitutus est 

veniam.” 

10. Quisque (vir) respondit se die qui constitutus esset 
venturum esse. 


LESSON LII 

(Pages 300-303) 

New syntax: Temporal clauses. Optional. 

1. Dum naves aedificantur, Caesar in Italia (re)mansit. 

2. Dum (Quoad) Caesar in Gallia erat, principes pacatl 

(re)manserunt. 

3. Postquam Caesar in Galliam venit, auctoritas Haeduo- 

rum magnopere amplificata est. 

4. Ubi prlmum dux in castra venit, eius adventus clamore 

mllitum significatus est. 

5. Equites constiterunt (equitatus constitit) antequam op¬ 

pidum pervenerunt. 

6. Cum mllites Caesaris vlsl sunt, hostes eius adventum 

ignl significaverunt. 

7. Postquam Caesar apud Haeduos auctoritatem Dlvi- 

ciaci amplificavit Dumnorlx el restitit. 

8. Simul atque Caesar abiit (ablvit), Dumnorlx principes 

Gallicos incitavit. 

9. Dum Dumnorlx equitatul (equitibus) praeest, Caesarl 

fidus non erat. 


5o 


SECOND LATIN LESSONS 


LESSON LIII 

(Pages 315-317) 

New forms: Conjugation of f-6. 

New syntax: The anticipatory subjunctive. 

433 . 1. Caesar non exspectabit dum equitatus hostium perveniat 

(equites perveniant). 

2. Hostes flumen transierunt (-Iverunt) priusquam Caesar 

eos consequl posset. 

3. Caesar Matisconem iit (ivit) priusquam Bibracte venit. 

4. Mllites non redierunt (-Iverunt) priusquam portae oppidi 

clausae sunt. 

5. OppidanI portas clauserunt priusquam hostes ingredl 

possent. 

6. Caesar exspectavit dum Labienus decimam legionem 

auxilio mitteret. 

7. Decima legio pervenit antequam hostes se dediderunt. 

8. Dum Caesar Matiscone exspectat, hostes adesse certior 

factus est. 


LESSON LIV 

(Pages 324-328) 

New syntax: Commands in indirect discourse. Optional. 

447 . 1. Dux militibus legionarils dixit, “(Re)manete in castrls, 

dum auxiliares perveniant.” 

2. Dux militibus legionarils dixit (re)manerent in castrls 

dum auxiliares pervenlrent. 

3. Centurio signiferos rogavit, “Cur signa mllitaria non 

Infertis?” 

4. Centurio signiferos rogavit cur signa mllitaria non In- 

ferrent. 

5. Dux dlcit, “Ponite hoc signum mllitare ante alia signa 

mllitaria.” 


MANUAL 


51 


474 . 


6. Dux dicit ponant hoc signum militare ante alia signa 

militaria. 

7. Dux clamavit, “Date imperata necessaria priusquam 

hostes perveniant.” 

8. Dux clamavit darent imperata necessaria priusquam 

hostes pervenlrent. 

9. Caesar dixit, “Hostes virtutem singularem monstrant.” 

10. Caesar dixit hostes virtutem singularem monstrare. 
n. Caesar dixit, “Pugnate fortiter, milites, quod hostes 

virtutem singularem monstrant.” 

12. Caesar hortatus est ut milites sui fortiter pugnarent 
(dixit milites fortiter pugnarent), quod hostes vir¬ 
tutem singularem monstrarent. 


LESSON LV 

(Pages 344-346) 

New forms: Declension of aliquis. 

New syntax: Quod-clause of cause. Optional. 

1. Principes Britanni veniam oraverunt (petiverunt) quod 

multitudo hanc iniuriam fecisset. 

2. Caesar naves suas subduxit quod aestum timebat. 

3. Caesar questus est quod nonnullae gentes frumentum 

non ferrent. 

4. Alii castra reliquerunt quod hostes timebant. 

5. Alii reliquerunt quod aliquid detrimenti timerent. 

6. Caesar iratus erat quod Britanni in vincula Commium 

iecerant. 

7. Caesar alicui gladium suum dedit quod eo uti non 

poterat. 

8. Centurio aliquem tuba signum dare iussit. 

9. Nuntius dixit nonnullos milites castra reliquisse quod 

hostes adessent. 


52 


SECOND LATIN LESSONS 


501 . 


LESSON LVI 

(Pages 357 - 359 ) 

New syntax: Supine in -um. 

Review: Expressions of purpose. 

1 a. Caesar duas legiones mlsit ut oppidum oppugnarent. 

ib. Caesar duas legiones quae oppidum oppugnarent mlsit. 

ic. Caesar duas legiones ad oppugnandum oppidum mlsit. 

id. Caesar duas legiones oppugnandl oppidl causa mlsit. 

ie. Caesar oppidum oppugnatum duas legiones mlsit. 

2a. Caesar in Galliam non venit ut agros popularetur. 

2b. Caesar in Galliam non venit qui agros popularetur. 

2c. Caesar in Galliam ad populandos agros non venit. 

2d. Caesar in Galliam populandorum agrorum causa non 
venit. 

2e. Caesar in Galliam agros populatum non venit. 


3a. 

Britannl ad 

orarent. 

Caesarem 

legatos 

mlserunt ut 

pacem 

3b. 

Britannl ad 

mlserunt. 

Caesarem 

legatos 

qui pacem 

orarent 

3 C - 

Britannl ad 

mlserunt. 

Caesarem 

legatos 

ad orandam 

pacem 

3 d. 

Britannl ad 

mlserunt. 

Caesarem 

legatos 

orandae pads causa 


3e. Britannl ad Caesarem legatos pacem oratum mlserunt. 


4a. Caesar exploratores praemlsit ut locum castris idoneum 
deligerent. 

4b. Caesar exploratores qu! locum castris idoneum de¬ 
ligerent praemlsit. 

4c. Caesar exploratores ad locum castris idoneum deligen- 
dum praemlsit. 

4d. Caesar exploratores loci castris idonel deligendl causa 
praemlsit. 

4e. Caesar exploratores locum castris idoneum delectum 
praemlsit. 


MANUAL 


53 


LESSONS LVII AND LVIII 

(Pages 387-392 and 465-469) 

These two lessons on historical background and the special 
studies on Germany (Sec. 599) and French Place Names (Sec. 
635) should be included in the year’s study if possible. If the 
sections in which they occur are not read, the teacher should in¬ 
troduce the material at other appropriate points in the reading. 

Lesson LVII may be introduced when the class is reading 
Book IV or may be used as occasion offers to help explain our 
interest as an English-speaking people in Caesar and his con¬ 
quests. 

Lesson LVIII may be introduced when the class is reading 
about Bibracte or Vesontio in Book I. 

The Special Study about the Romans in Germany (Sec. 599) 
may be introduced when the class is reading the latter part of 
Book I, the first part of Book IV, or Book VI. 

The Special Study on French Place Names (Sec. 635) may be 
introduced in connection with the summary of Chapters 1-17 
of Book II as four of the tribal names mentioned in the Special 
Study occur in these chapters and several others occur in Book I. 


EXERCISES FOR WRITING LATIN 

(Pages 553 - 564 ) 

These exercises are to be used as supplementary material by 
the teacher who wishes to devote more time to the writing of 
Latin than the grammar lessons of this book provide. Or they 
may be substituted in whole or in part for some of the English- 
Latin exercises found in the regular grammar lessons. The rules 
at the head of each section should be studied and discussed be¬ 
fore the pupil attempts to write the exercises. 

Exercise I. Agreement 

A. 1. Legatus, Crassus, erat in oppido quod Gall! oppugna- 
verunt. 2. Imperatum a Baculo centurione duodecimae legionis 
datum est. 3. Imperatum quod centurio d£dit difficillimum 
erat. 4. Vos qul in prlrna acie eratis impetum hostium fortiter 
sustinuistis. 5. Nos qul primum venimus scuta non habuimus. 

6. Mllites decimae legionis erant fortiores quam alii mllites. 

7. Orgetorlx dux Helvetiorum delectus est. 8. Fllius regis, 
Galbae, princeps appellabatur. 9. Liscus ab Haeduls vergo- 
bretus creatus est. 

Orgetorix 

B. Orgetorlx, qul erat dux Helve tiorum, regnum cupiebat. 
(Is) regnum magis quam patriam suam amabat. Helvetia, gens 
fortis et bellicosa, perfidiam ducis sui reppererunt. Ducem, 
Orgetorlgem, interficere cuplverunt sed se eripuit. 

Exercise II. The Genitive 

A. 1. Ciceronis castra a Gallis oppugnata sunt. 2. Pars 
Galldrum in castra ignem iecit (iecerunt). 3. Ciceronis mllites 

54 


MANUAL 


55 


erant magnae virtutis. 4. Quldam ex mllitibus tela quae in 
Gallos iecerunt fecerunt. 5. Centurid, Baculus, erat rei militaris 
perltus. 6. Timor periculi fortem centuridnem non impedlvit. 
7. Unus ex servls Verticonis ad Caesarem nuntium tulit. 8. Ad- 
ventu Caesaris Galll castra Ciceronis rellquerunt. 9. Decima 
pars mllitum nullum vulnus acceperat. 

The Daughter of Orgetorix 

B. Una ex flliabus Orgetorlgis a Caesare capta est. Dumno- 
rix, Haeduus, aliam filiam in matrimonium duxerat. Fllia, quae 
capta est, erat magnae virtutis sed magnam timorem Romano- 
rum habuit. Adventu uxoris Dumnorigis Caesar sororl eius 
puellam dedit. Turn cor puellae plenum gaudil erat. 

Exercise III. The Dative 

A. 1. Orgetorix, dux Helvetiorum, Dumnorlgl, prlncipl Hae- 
duorum, filiam suam dedit. 2. Orgetorix Helve tils praefuit, sed 
Haeduls amicus erat. 3. Helve til duel su 5 , Orgetorlgl, non 
pepercerunt. 4. Dux qul non fidelis est populd interficiendus 
(occldendus) est. 5. Orgetorlgl multi clientes erant. 6. Clientes 
Orgetorlgis duel suo auxilio venerunt. 7. Dumnorlx plebl 
gratissimus erat. 8. Populus el libenter paruit (paruerunt). 
9. Amor plebis Dumnorlgl auxilio magno erat. 

Dumnorix 

B. Caesar equitatul Dumnorlgem praefecerat, sed Dumnorlx 
Caesarl fidelis non fuerat. Caesar autem fratris eius gratia 
Dumnorlgl pepercit. Frater Caesarl auxilio magno fuerat et 
Caesar el in clvitate magnam potentiam dederat. 

Exercise IV. The Accusative 

A. 1. Mllites vlgintl mllia passuum iter fecerant. 2. Ex- 
ploratores locum castrls idoneum delegerant. 3. Dux suos 
(mllites) vallo fossaque castra munlre iussit. 4. Homines 
quattuor horas laboraverunt. 5. Alii fossam duxerunt, alii ad 


5 6 


SECOND LATIN LESSONS 


vallum lapides tulerunt. 6. Castra trecentos pedes in latitu- 
dinem et quadringentos pedes in longitudinem patebant. 7. Ml- 
lites impedimenta in castra quae munlta erant tulerunt. 8. Le- 
gatus unam cohortem portas castrorum defendere iussit. 9. (Is) 
duas cohortes in vallo consistere (stare) et in hostes tela iacere 
iussit. 

Ariovistus 

B. Ariovistus multos Germanos in Galliam duxerat. Caesar 
Ariovistum et Germanos ad Germaniam redlre iussit. Ariovistus 
recusavit (negavit) et Romani multa mllia passuum Germanos 
InsecutI sunt. Totum diem pugnatum est. Tandem GermanI 
fugerunt et paucl ad Rhenum pervenerunt. 

Exercise V. The True Ablative 

A. 1. Galll ex oppido copiam frumentl tulerant. 2. Dlvicia- 
cus nobill gente natus est. 3. Dlviciacus a senatu popull 
Romani amicus appellatus erat. 4. Dlviciacus erat dignus 
magno honore. 5. Caesar in hoc loco castra sua posuit quod 
hostes aderant. 6. Virl praesentia ducis fortiter pugnabunt. 

7. Caesar (ab) loco quern castrls delegerat Helvetios prohibuit. 

8. Multi Belgae a Germanls qul trans Rhenum incoluerant ortl 
sunt. 9. Bellum longum ab his virls non exspectatur. 

The Norican Maid 

B. Uxor AriovistI gente Norica orta est. Puella ex patria 
sua a fratre suo, Voccione, missa erat. Puella Norica non erat 
pulchrior quam feminae Germaniae, sed (ea) a Germanls bene- 
ficio suo amata est. Puella erat digna honore quern GermanI el 
dederunt. 

Exercise VI. The Associative Ablative 

A. 1. Miles gladio quern dux el dedit pugnabit. 2. Pills 
iactls, mllites gladils suls utentur. 3. Dux Gallorum ad castra 
Caesaris (cum) omnibus copils suls venit. 4. Homines inimlcl 
animl iniuria se non prohibebunt. 5. Turris quae a Romanis 


MANUAL 


57 

facta est erat tribus pedibus altior quam moenia oppidl. 6. Flu- 
men magna altitudine oppidum cingit (circumvenit). 7. Gall! 
ex silva ad rlvum magna (cum) celeritate cucurrerunt 8. Monte 
capto hostes constiterunt et impetum militum nostrorum susti- 
nuerunt. 9. Hostes frumento quod in oppido est uti non possunt. 


The Two Daughters of Ariovistus 

B. Duae flliae AriovistI cum patre suo erant. Eae erant 
magna magnitudine et saepe cum viris contenderunt. Eae erant 
uno pede altiores quam puellae Galliae. Eae gladils et pills 
utebantur. Ariovisto victo altera puella interfecta (necata) est 
et altera capta est. 


Exercise VII. The Locative Ablative 

A. 1. Erat in ulteriore Gallia una legio quae ad Genavam 
hiemabat. 2. Hostes impedimentis nostrls quae in castris reli- 
queramus potiti sunt. 3. Eo tempore Dumnorix in civitate sua 
principatum tenebat. 4. Caesar in eo loco cum reliquis cohorti- 
bus legatum reliquit. 5. Quinque legiones septimo die in fines 
Gallorum venerunt. 6. Signo da to media nocte nostri ex oppido 
eruptionem fecerunt. 7. Decern diebus ex agris multitudinem 
hominum coegerant. 8. Multi milites in finibus Sequanorum 
ad (prope) flumen Rhenum hiemabant. 9. Aestate milites Cae- 
saris bellum inferebant, sed hieme in hibernis (re)manebant. 


The First Year of the Gallic War 

B. Una aestate Caesar Helvetios et Germanos vicit (supera- 
vit). Germani cum rege suo Ariovisto in Gallia multos annos 
fuerant. Helvetii parvos fines qui altis montibus et flumine 
continebantur incolebant. Primo anno belli Gallic! Caesar duo 
bella confecit. Ea hieme hiberna exercitus erant in Sequanis. 


58 


SECOND LATIN LESSONS 


Exercise VIII. Expressions of Place without a 
Preposition 

A. i. His rebus actis consul Romam profectus est. 2. Roma 
proconsul ad Galliam Tbit et viginti diebus Genavam perveniet. 
3. Decern dies Genavae, quae est extremum oppidum Allobro- 
gum, (re)manebit. 4. Genava Vesontionem, oppidum Sequa- 
norum, in quo multi Romani incolunt, ibit. 5. Vesontione 
legatus cum octo cohortibus hiemat. 6. Vesontione relict 5 
Samarobrivam magna cum celeritate ibit. 7. Legatus Samaro- 
brivae unam legionem reliquerat quod documenta publica in e 5 
oppido erant. 8. Legatus ipse Samarobriva in Belgium cum 
reliquo exercitu ierat (iverat). 9. Proconsul, qui est magnae 
virtutis, totam hiemem in Gallia (re)manebit. 

The Second Year of the Gallic War 

B. Secundo anno belli Gallici Caesar primum ab citeriore 
Gallia Bibractem iit (ivit). Belgis victis (superatis), Noviodu- 
num exercitum suum duxit. Non erant multi defensores Novio- 
duni. Novioduno Bratuspantium iter fecit. Bratuspantio ad 
flumen Sabim, ubi manus Nerviorum eum exspectabant, exerci¬ 
tum duxit. Nerviis victis (superatis), maximum oppidum Atua- 
tucorum cepit (expugnavit). Hiberna erant in Carnutibus, 
Andibus, Turonis. 

Exercise IX. Gerund and Gerundive 

A. 1. Nostri lapidibus iaciendis ab muro hostes reppulerunt. 
2. Hostes erant fortes et ad pugnandum parati erant. 3. Dux 
ad capiendum castellum quattuor cohortes misit. 4. In oppido 
oppugnando decima legio multos homines amisit. 5. Nobis ad 
stringendos gladios nostros aut ad induendas galeas nostras 
tempus non fuit. 6. Hostes in quaerendis signls suis tempus 
pugnandi amiserunt. 7. Vulneratis (hominibus) nulla facultas 
sui recuperandi erat. 8. Signum proelii committendi tuba 
datum est. 9. Spes oppidi capiendi nostris virtutem dedit. 


MANUAL 


59 


Attack on the Foragers 

B. Milites septimae legionis ad frumentandum miss! erant. 
BritannI facultatem aggrediendae legi 5 nis ceperunt. Militibus 
Romanis non erat tempus ad invenienda signa aut ad tollenda 
scuta. In quaerendis signis suis homines tempus pugnandi 
amiserunt. Caesar quattuor cohortes decimae legionis labo- 
rantibus suis auxilio duxit. 

Exercise X. Noun Clauses 

A. i. Orgetorix Helvetiis persuasit ut e finibus suis exirent. 
2. Caesar rogavit cur Helvetii e finibus suis exire vellent 
(cuperent). 3. Fiebat ut omnia oppida suq, et domicilia in- 
cenderent. 4. Dux imperavit ut homines secum frumentum 
portarent. 5. Sciverunt cur oppida incensa essent. 6. Accidit 
ut unum oppidum pulcherrimum esset. 7. Omnes (homines) 
ducem rogaverunt ut huic oppido parceret. 8. Dux Gallis 
imperavit ut omnia oppida sua vicosque delerent. 9. Eos 
hortatus est ut omnia frumenta in agris delerent. 

The Druids 

B. Druides disputaverunt quot sidera essent et quo modo in 
caelo se moverent. Animas hominum non perire docuerunt. 
Fiebat ut Galli mortem non timerent et fortius pugnarent. 
Princeps Druidibus imperavit ut certo tempore anni in finibus 
Carnutum convenirent. 

Exercise XI. Expressions of Purpose. Clause of Result 

A. 1. Dux equitatum praemisit: (a) ut pabulatores laces- 
seret; ( b ) qui pabula tores lacesseret; ( c ) ad pabula tores laces- 
sendos; (d) pabula torum lacessendorum causa; ( e) pabula tores 
lacessitum. 2. Cicero Galium misit: {a) ut ad Caesarem litteras 
ferret; ( b ) qui ad Caesarem litteras ferret; (c) ad litteras ad 
Caesarem ferendas; ( d ) litterarum ad Caesarem ferendarum 
causa; ( e) litteras ad Caesarem latum. 3. Labienus decimam 


6o 


SECOND LATIN LESSONS 


legionem mittet quae ad Caesarem auxilium ferat. 4. Caesar 
exploratores ad viam cognoscendam mlserat. 5. Caesar ad 
collem occupandum Labienum mittit. 6. Hostes ex silva tam 
celeriter evolaverunt ut nostrl plla sua iacere non possent. 
7. Nostrl tam acriter pugnaverunt ut hostes magn 5 cum detri¬ 
ments repellerentur. 

The Druids 

B. Gall! ad Druides multos adulescentes ad disciplinam 
eorum cognoscendam mlserunt. Adulescentes tam multos versus 
edidicerunt ut quidam vlgintl annos cum Druidibus (re)mane- 
rent. Alii adulescentes Druides esse volebant (cupiebant) ne 
stlpendia penderent, alii ut vacationem mllitiae haberent. 

Exercise XII. Cum-clauses 

A. 1. Cum legatl pervenerunt, consul in urbe non erat. 
2. Cum ab secunda hora ad meridiem pugnaretur, hostes non 
repulsl sunt. 3. Cum equites Haeduorum Caesarl auxilio missl 
essent, domum redierunt (redlverunt). 4. Cum impetum equi- 
tum (equitatus) non sustinere possent, ad flumen se receperunt. 
5. Cum id Caesar! nuntiatum esset, in ulteriorem Galliam 
contendit. 6. Cum hostes adsint, legatus portas dlligenter 
servarl iubet. 7. Cum legiones castra munirent, Galll aggress! 
sunt. 

The Wild Ox of Germany 

B. Cum Caesar in Germania esset, multa animalia nova au- 
dlvit. Cum url ferocissiml essent et neque hominl neque ferae 
parcerent, German! fovels {means) eos ceperunt. Cum adules- 
cens multos uros occldisset, a Germanls multum laudatus est. 
Cum haec animalia tam ferocia essent, Caesar unum ex eis 
occldere voluit. 

Exercise XIII. Temporal Clauses. Clauses of Anticipation 

A. 1. Postquam hanc rem animadvertit, Caesar manus 
(copias) suas eduxit. 2. Dum Ariovistus inter Gallos est, a 


MANUAL 


61 


Caesare auxilium quaerere non poterant. 3. Cum prlmum 
venisti (venistis), discesserunt (abierunt). 4. Postquam consul 
fuit (cum consul fuisset), Roma discessit (exiit). 5. Cum prl- 
mum posset, ad exercitum contendit. 6. Ubi dux periculum 
vidit, legiones se recipere iussit. 7. Exspectavit dum pabula- 
tores redlrent. 8. Priusquam (ego) verbum dixl, (is) abiit 
(abivit). 9. Hostes castra moverunt priusquam manus (copiae) 
Caesaris pervenlrent. 10. (Ego) non respexl priusquam ad 
collem veni. 11. Haedui principatum tenebant priusquam Ario- 
vistus in Galliam venit. 


Vercingetorix 

B. Vercingetorix nobill gente Gergoviae, quae erat oppidum 
Arvernorum, natus est. Is septimo anno bell! Gallic! imperator 
Gallorum delectus est. Cum Caesar in citeriore Gallia esset, 
Gall! coniurationem c! vita turn fere omnium fecerunt. Vercin¬ 
getorix magnam manum coegit priusquam Caesar ad ulteriorem 
Galliam pervenlre posset. 

Exercise XIV. C wo ^ -c l ause °f Fact. Quod -clause of Cause 

A. 1. Belgae virtute praestant quod cum Germanls proeliis 
multis contendunt. 2. Orgetorlx facile Helve tils persuasit quod 
montes et flumina eos continebant. 3. Helve til content! non 
erant quod fines essent minores (angustiores). 4. Homines quest! 
sunt quod via difficilior esset et silva maior. 5. Quod frumentum 
non praebebatur Caesarem Bibracte ire coegit (impulit). 6. (Is) 
Bibracte iit (ivit) quod ibi magna copia frument! collata erat. 
7. Caesar Haeduos accusavit quod frumentum non praebuis- 
sent. 8. Quod frater Dumnorigis populo Roman 5 amicus erat 
Caesarem commdvit. 

Avaricum 

B. Bituriges Avaricum incendere nolebant (non cupiebant) 
quod facile defend! posset. Avaricum facile defend! poterat 
quod fere flumine et palude cinctum est (circumventum est). 


62 


SECOND LATIN LESSONS 


Quod Biturlges oppidum suum non incenderunt Gallos vlcit 
(superavit). 

Exercise XV. Indirect Discourse 

A. i. Caesar audit Germanos lacte et carne vivere. 2. Caesar 
audit Suebos qui potentissima gens sint in immensam silvam se 
recepisse. 3. Suebi putant Caesarem ad se exercitumnon ductu- 
rum esse. 4. Caesar centurionibus imperavit ne in periculum 
milites ducerent. 5. Explorator dixit cur (quam ob rem) oppida 
sua vicosque reliquissent. 6. Explorator dixit homines Ger- 
maniae non esse fortiores quam Gallos et rogavit cur milites 
Caesaris eos timerent. 7. (Nos) audivimus haec animalia 
multis in rebus ab animalibus quae in Italia sunt (vivunt) 
differre. 8. Legatus dixit sui (milites) animal vivum caperent. 

Alesia 

B. Vercingetorix equites misit qui ab omni Gallia auxilium 
advocarent. (Ei) civitatibus Gallicis dixerunt Caesarem duplici 
munitione Alesiam circumvallare; frumentum quod in oppido 
esset triginta dierum esse; ulteriores munitiones Caesaris op- 
pugnarent et Alesiam servarent; cur Vercingetorix et octoginta 
milia hominum perirent? 


PART III. TRANSLATION 


THE FLOOD 

JUPITER DETERMINES TO DESTROY MANKIND 

Sec. 2. Jupiter decides to destroy the mortal race beneath 
the waves and to send down water (waters) from all the sky. 
Immediately he shuts in the cave of Aeolus the north wind and 
all the winds which put to flight the clouds. He sends forth 
the south wind. The south wind flies forth with wet wings. 
The beard of the south wind is heavy with clouds. Water flows 
from his white locks. Clouds rest on his forehead, his wings and 
the folds (of his garment) drip with moisture. When the south 
wind has pressed the clouds with his hand, a thunderpeal is 
caused; hence dense waters are poured forth from the sky. Iris, 
the messenger of Juno, clothed with various colors, draws up the 
waters and brings food to the clouds. The crops are laid low 
and the whole season’s work is lost (perishes). 

NEPTUNE LENDS AID 

Sec. 5. Nor is the wrath of Jupiter satisfied with his own 
sky, but he invites the aid of his brother Neptune. He (Nep¬ 
tune) calls together the gods of the rivers. After the gods of 
the rivers entered the dwelling of their master, he said (says), 
“Pour forth your strength; open your homes. Remove the 
dikes, give loose reins to your rivers.” Neptune had ordered; 
they return and open the mouths of the springs, and they flow 
over the plains in unbridled course. The god himself struck 
the earth with his trident. But the earth trembled and with 
its motion opened paths for (of) the waters. The rivers over¬ 
flow and rush through the open plains. They carry off woods 

63 


6 4 


SECOND LATIN LESSONS 


and crops, flocks and men, dwellings and temples with their 
sacred vessels. If any house remained and was able to resist 
such great misfortune, still a higher wave covered (covers) its 
r6of and its towers lie hidden under the whirlpool. And now 
sea and land had no difference; everything was sea. 


STRANGE EXPERIENCES OF MEN AND ANIMALS 

Sec. 8. One man occupies a hill, another sits in a boat and 
in that place, where recently he had plowed, he plies his oars. 
That one sails above the crops or the roofs of the submerged 
farmhouse, this one catches a fish in the top of an elm tree. 
And, where recently the slender she-goats plucked the grass, 
now ill-shaped seals place their bodies. The Nereids marvel 
at the groves and cities and houses. The dolphins hold the 
woods and strike against the tall branches. The wolf swims 
among the sheep. The water carries the tawny lions, the water 
carries the tigers. The wandering bird falls into the sea with 
weary wings. The vast sea had covered the hills and strange 
waves were beating against the mountain tops. The greatest 
part of men and beasts is carried off by the water; those, whom 
the water spared, long hunger conquers. 

DEUCALION AND PYRRHA ALONE ARE LEFT ALIVE 

Sec. 11. Between Boeotia and Thessaly is the land (of) 
Phocis. It had been a fertile land, while it was land, but now 
it was a part of the sea. In that place there was a high moun¬ 
tain, Parnassus by name. To this place Deucalion with his wife 
Pyrrha was borne in a small boat: for the sea had covered 
everything else (all the rest). When the boat stuck here, Deuca¬ 
lion and Pyrrha worshiped (worship) the gods of the mountain 
and prophetic Themis. Themis had an oracle at that time. 
No man was better or more loving of justice than Deucalion, 
nor was there any woman more reverent toward (of) the gods 
than Pyrrha. 


MANUAL 


65 


JUPITER WITH THE AID OF NEPTUNE STOPS 
THE FLOOD 

Sec. 21. Jupiter sees that the world is overflowed with 
oozing swamps. He sees that (only) one man survives from so 
many thousands, that (only) one woman survives from so many 
thousands, both innocent. When he saw (sees) these things, 
he dispersed the clouds. When the rain clouds have been taken 
away, the god shows the lands to the sky and the sky to the 
lands. Nor does the anger of the sea remain, and Neptune, 
having laid aside his trident, calms the waters. Neptune calls 
Triton and orders him to breathe into the resounding shell and 
to recall the waves and the rivers. The voice of the shell re¬ 
strained all the waters by which it was heard. Now the sea 
has shores and the channel holds its brimming rivers; the rivers 
subside and the hills are seen to come forth; the lands increase 
and the waters decrease. After a long time the woods show their 
bare tops and the mud left on the foliage. 


DEUCALION AND PYRRHA CONSULT AN ORACLE 

Sec. 24 . The world had been restored (given back). After 
he saw the empty earth and the deserted lands, Deucalion ad¬ 
dresses Pyrrha thus with many tears: “O sister, O wife, O sole 
surviving woman, we two are the throng of all the earth; the 
sea has taken possession of all the rest. This life of ours also 
is not very sure; even now the clouds terrify my mind. Now the 
human race consists of (remains in) us two; we survive as 
examples of mankind (men).” He had spoken and they (both) 
were weeping. They decided (it pleased them) to pray to the 
gods and in this way to seek aid. There is no delay and they turn 
their footsteps to the temple of the goddess Themis. The roofs 
of the temple were turning yellow with foul moss and the altar 
stood without a fire. When they (Deucalion and Pyrrha) 
touched the steps of the temple, each fell prostrate on the 
ground. They kissed (gave kisses to) the cold rock and spoke 


66 


SECOND LATIN LESSONS 


thus: “In what way, Themis, is the destruction of our race 
reparable? Give us help, goddess.” The goddess was moved 
and gave answer: “Depart from the temple and throw behind 
your back the bones of your great mother.” 


IN OBEDIENCE TO THE ORACLE THEY CAST BEHIND 
THEM “THE BONES OF MOTHER EARTH” 

Sec. 27 . For a long time they stood amazed (were stupefied). 
Pyrrha first broke (breaks) the silence with her voice and re¬ 
fused (does not wish) to obey the commands of the goddess. 
“Grant me pardon,” the woman said; “I fear to harm my 
mother’s shades (ghost) by throwing her bones.” Meanwhile 
they go over again with each other the obscure words of the 
oracle of the goddess. Then Pyrrha consoles Deucalion with 
calm words and says, “The great mother is the earth; I think 
that the stones in the body of the earth are called its bones; 
these we are ordered to throw behind our backs.” And so they 
depart, and, as they have been ordered, they throw stones be¬ 
hind them as they go (behind their footsteps). The rocks 
began to lay aside their stiffness and to grow soft and to acquire 
shape. Soon the rocks grew and a gentler nature came to them. 
Then some form of man could (can) be seen, not plain but quite 
like a statue being carved (begun) from marble. That part of 
the rocks, however, which was humid and earthy with some 
moisture was turned to the use of flesh; that which was (is) 
firm and could (can) not be bent was (is) changed into bones; 
that part which just now was a vein remained under the same 
name. In a short space of time the rocks which had been 
thrown by the man acquired by the divine power of the gods the 
appearance of men. Women were made from the rocks which 
were thrown by the woman. In consequence we (human beings) 
are a hard race and used to labors and we give proofs of our 
origin, 


MANUAL 


67 


PERSEUS AND ANDROMEDA 

PERSEUS FALLS IN LOVE WITH ANDROMEDA 

Sec. 39. Aeolus had shut up the winds in a cave and Lucifer 
had risen most bright in high heaven. Having taken up his 
wings, Perseus binds both feet (with the wings) and girds on 
(girds himself with) his curved sword and by moving his winged 
sandals he cleaves the liquid air. Having left behind countless 
nations both around and below, he sights the peoples of the 
Aethiopians and the kingdom of Cepheus. There unjust 
Ammon had ordered innocent Andromeda to pay the penalty 
of her mother’s boast (tongue). As soon as Perseus saw the 
maiden tied to the hard rocks, he without knowing it breathes 
in the fires (of love). He is speechless and, captivated by the 
image of her form, he almost forgot to move his wings in the air. 
When he alighted, he said, “O maiden not worthy of these 
chains, tell me (asking) your name and the cause of these 
fetters.” At first the maiden was (is) silent and did (does) 
not dare address the man, but her eyes filled (she filled her 
eyes) with tears. In answer to his repeated questioning she 
reveals her name and the proud boast (pride) of her mother. 
And before all was yet told, the water resounded and the mon¬ 
ster as he comes overhangs the vast sea. 

THE PROMISED REWARD OF VICTORY 

Sec. 42. The maiden cries out. The sad father and likewise 
the mother are present, both wretched, but she wretched with 
better reason. And they do not bring with them aid, but tears 
and wailing. 

They are clinging to the bound body of their daughter, when 
the stranger speaks thus: “A long time (long times) will remain 
for tears; the time (hour) for aid is short. I seek this maiden 
as my wife, I, Perseus, whose father is Jupiter; to such a great 
dowry I shall try to add merit also. If the maiden is saved 
(shall have been saved) by my courage, I shall demand her as 


68 


SECOND LATIN LESSONS 


my wife.” The parents accept the terms and they promise 
their kingdom in addition. Meanwhile, dividing the waves with 
the onward rush of his breast, the monster approaches the 
rocks. Suddenly the young man leaping from the ground (the 
earth having been driven back by his feet) went away on high 
into the air (clouds). Perseus with swift flight through the 
air brought himself down upon the back of the monster and 
buried his sword in the right shoulder (of the beast). Now 
the monster badly wounded rises (raises himself) on high into 
the air, now he plunges under the waters, now he turns. The 
man escapes his eager jaws (bites) with his swift wings. Now 
he strikes with his sword the back of the monster, now his sides, 
now the thinnest part of his tail. 


PERSEUS KILLS THE MONSTER AND CLAIMS 
HIS BRIDE 

Sec. 45. The monster pours forth from his mouth water 
(waves) mingled with blood. The feathers of the winged sandals 
were soaked with water and blood. And Perseus did not dare 
to trust the wet winged sandals. He caught sight of a rock 
which stands out slightly (by its very top) when the water is 
still, but is covered when the sea is rough (moved). Holding 
the outermost edge of the rock with his left hand he attacked 
the body of the beast three and four times and drove home his 
sword. Applause and shouting filled the shores and the sky. The 
mother Cassiope and the father Cepheus rejoice and greet Per¬ 
seus as their son-in-law and call him the rescuer (aid) and savior 
of their house. Freed from her chains, the maiden advances, the 
reward and the cause of (Perseus’s) toil. For the three gods Per¬ 
seus erects (places) the same number of altars (made) of sod, the 
left for Mercury, the right for Minerva. The altar of Jupiter 
is in the middle. There is sacrificed to the warrior goddess a 
cow, to wing-footed Mercury a calf, (and) a bull to the greatest 
of the gods. And then Perseus marries Andromeda. 


MANUAL 


69 


NIOBE 

A MOTHER’S FOOLISH BOASTING 

Sec. 59. Lo! Niobe comes attended by a large throng of 
companions, distinguished looking in her Phrygian garments 
and, as much as anger permits, beautiful. Shaking her beau¬ 
tiful head and her hair let down over either shoulder, she 
paused. As she cast her haughty eyes around, she said, “What 
madness to place gods of whom you have merely heard before 
those whom you have seen. Or why is Latona worshiped at 
(these) altars and my majesty is still without incense? Tan¬ 
talus is my father, who alone might touch the tables of the gods; 
Dione is my mother. Great (greatest) Atlas, who bears the 
sky upon his shoulders, is my grandfather, Jupiter my other 
grandfather. The walls of Thebes with its people are ruled by 
me and my husband — walls which were built (joined together) 
by the lyre strings of my husband. I have also vast wealth 
and an appearance worthy of a goddess; add to all this seven 
daughters and as many sons (young men). 


LATONA CALLS ON APOLLO AND DIANA TO 
AVENGE HER 

Sec. 62. “See now the cause of my (our) pride; why do you 
dare to place Latona before me? She is the mother of two; 
this is a seventh part of my children. Happy am, I and happy 
shall I remain. My abundance of children has made me safe. 
Fortune cannot harm me. If she takes away (shall take away) 
much, she will leave me much more. If part of my children are 
taken away (shall be taken away), still I shall not be reduced to 
the number of two, Latona’s little group. Go — this worship 
has gone far enough — and lay aside the laurel from your 
heads.” The women of Thebes lay aside the laurel and leave 
the sacred rites unfinished, but with a silent murmur they wor¬ 
ship Latona. 


70 


SECOND LATIN LESSONS 


The goddess (Latona) was angered and on the very summit of 
Cynthus spoke thus (in such words) with her twin children: 
“Lo! I, your mother, proud to have borne you, yield to none 
of the goddesses except to Juno. But through all the ages, I 
am shut out from worship at my altars, O my children, unless 
you aid me. And this is not my only grief; this daughter of 
Tantalus has dared to value you less highly than her own 
children and she has called me childless.” “Cease,” Phoebus 
(Apollo) says, “a long complaint is a delay of punishment.” 
Phoebe (Diana) said the same and with swift gliding motion 
through the air they had reached (touched) the citadel of Thebes. 

NIOBE’S SONS ARE SLAIN BY APOLLONS ARROWS 

Sec. 72. Near the city walls a level plain extending far 
had been beaten by the unceasing (trampling of) horses and 
by many wheels (crowds of wheels). There part of the seven 
sons of Niobe and Amphion are mounting their strong horses 
and are handling their reins heavy with gold. Now one of them, 
Ismenus, while he turns the course of his horse, cries out, “Ah 
me!” and bears a dart thrust through the middle of his breast 
and gradually he slips down sidewise from the right shoulder 
(of the horse). Next, as the sound of the arrow was heard 
through the air, Sipylus gave rein (to his horse). But now as 
he is giving rein (to his horse) the unescapable dart overtakes 
him and the arrow stuck trembling in the top of his shoulders 
(neck). He is rolled past the legs and the mane (of the horse) 
and defiles the earth with his warm blood. Unhappy Phaedimus 
and Tantalus, heir of his grandfather’s name, had made an end 
of their accustomed labor and had gone over to the youthful 
sport of the wrestling ground. And they had already brought 
together breast with breast in close embrace; thus joined (just 
as they had been joined), an arrow pierced them both. Together 
they groaned, together they let fall their bodies (limbs) on 
the ground, together they breathed out their life (spirit). 
Alphenor sees and lifts up the cold bodies of his brothers, In 


MANUAL 


71 


(this) loyal service he himself falls dead; for Apollo pierced his 
breast with a deadly weapon. But no single wound overtakes 
Damasicthon. First he had been wounded through the leg. 
While he was attempting to draw out the fatal dart with his 
hand, another arrow was driven through his neck. Last (of 
all) Ilioneus was praying to the gods and had raised his arms 
and had said, “O all ye gods, spare me.” Apollo had been 
moved, when the missile could no longer be called back. Still 
he (Ilioneus) was killed by the least wound (of any), for his 
heart was only slightly (not deeply) pierced by the arrow. 

NIOBE’S DAUGHTERS ARE SLAIN AND SHE IS 
TURNED TO STONE 

Sec. 75. The report of the disaster and the grief of the 
people informed the mother of such sudden ruin. For her hus¬ 
band Amphion driving a sword through his breast had ended 
his grief in death (dying). Alas, how greatly this Niobe differed 
from that Niobe who just now had driven the people away 
from the altars of Latona and had walked proudly (proud) 
through the midst of the city. She bends over the cold bodies 
and gives last kisses to all her sons. Raising her arms to the 
sky she said, “ Cruel Latona, feed upon my (our) grief. Exult 
and triumph, victress. But why victress? More are left for 
me wretched (though I am) than for you fortunate (as you 
are); (even) after so many deaths I am conqueror.” She had 
spoken and the string twanged (sounded) from the bow. With 
black garments and disheveled hair the sisters were standing 
before the couches of their brothers. Now one of the sisters 
fell dead as she was drawing an arrow from her brother’s body; 
another as she attempted to comfort her wretched mother 
suddenly ceased to speak. One (this one) falls dead as she 
vainly flees; another (that one) dies, (falling) on her sister; 
one attempts to hide, another runs this way and that. In vain ! 
Six of the daughters had been given to death, and only the last 
remained. Now the mother covering her with her whole body, 


72 


SECOND LATIN LESSONS 


with all her garment, cried out, “Leave one (and) the smallest.” 
But while the mother begs, the daughter, for whom she begs, 
is killed. Childless she sat down among her dead sons and 
daughters and husband. Overcome by her misfortunes she be¬ 
came rigid. The wind does not move her hair, the color in 
her face is bloodless (without blood), her eyes stand motionless; 
nothing alive is (left) in her image. Even her tongue hardens 
and (with) her palate and her veins cease to move; and the neck 
cannot be turned nor the arms moved and the foot cannot 
move (go); the whole body is stone. Nevertheless she weeps 
and she was carried away by a whirlwind to her native country. 
There placed on the summit of a mountain she weeps and even 
now (though turned to) marble pours forth tears. 

LESSON XX 

The Eruption of Vesuvius: Pliny’s Uncle Takes a Boat 
and Approaches the Mountain to Note Phenomena 

Gaius Pliny Sends Greetings to His Friend Tacitus 

87. My uncle was at Misenum and was in command of the 
fleet. On the ninth day before the Kalends of September, at 
about the seventh hour, my mother shows him that a cloud of 
unusual size and appearance is visible. He had taken his sun 
bath, then (soon) a cold plunge; he asks for his sandals, he 
climbs a place from which that marvel could best be seen. 
There was rising from Mount Vesuvius a cloud the form of which 
was similar to a pine tree, for it had a tall (long) trunk and wide 
branches on the top of the trunk. The cloud was white some¬ 
times, sometimes dirty and full of spots according as it had 
taken up earth or ashes. My uncle, a most learned man, wished 
to study the great spectacle at closer range (nearer). And so he 
orders a small boat to be made ready. He was going out from 
his house: he receives a letter from Rectina who was at Tascum. 
Rectina had been terrified by the threatening danger; for her 


MANUAL 


73 


villa was situated at the foot of the mountain, and there was no 
escape except by boat. She wished my uncle to save her from 
such great danger. He changes his plan and launches quadri- 
remes, because he wishes to bring aid not only to Rectina but to 
many. He hastens to the place whence others are fleeing, and 
holds his course straight into the danger. He observes (with his 
eyes) all the movements, all the phases of the eruption, and 
dictates and makes notes (on his observations). Now hotter 
and denser ashes, now pumice stones also and rocks burned and 
broken by the fire were falling on the ships. 

LESSON XXI 

The Eruption of Vesuvius: Pliny the Elder Lands at 
Stabiae Where He Meets His Death 

90. My uncle delayed a little. Soon, however, he said to the 
pilot who wished to turn back, “Fortune favors the brave: 
take me to (seek) Pomponianus.” Pomponianus was at Stabiae. 
He had already carried his baggage on board some boats be¬ 
cause the danger, although it was not yet near, still was in full 
view. Then my uncle, borne to Stabiae (to that place) by a 
most favorable wind, embraces, consoles, encourages his fearful 
friend. He wishes to lessen his friend’s fear through his own 
unconcern; he orders that he be conducted to the bath; after 
bathing, he takes his place at the table (lies down), he dines 
either in cheerful mood or (a thing which was equally great) 
like one cheerful. Meanwhile spreading flames and high fires 
from Mount Vesuvius were showing up in several places. Still 
my uncle gave himself to rest and rested indeed in very real 
sleep; for his breathing, which was heavier and more noisy on 
account of the size of his body, was heard by those who were in 
attendance at his (bedroom) door. When roused from sleep 
he came out and returned to Pomponianus and the rest who had 
remained awake. They consult with each other; some wish to 
remain inside the house, others prefer to wander in the open; 


74 


SECOND LATIN LESSONS 


for the house was tottering, because of the frequent and violent 
tremors (of the earth), and now this way now that it seemed to 
rock back and forth. Again in the open they dreaded the fall¬ 
ing stones. Still they decided to be in the open. They place 
pillows on their heads and tie them on with towels: this was 
their protection against the falling stones. Now it was day 
here, yonder night blacker and denser than all nights. They 
decided (it pleased them) to go out to the shore and to look at 
the sea from the immediate neighborhood. There lying on an 
abandoned sail my uncle called for cold water again and again 
and drank it. Then the flames and the forerunner of flames, the 
odor of sulphur, turn others to flight, (but only) arouse him. 
Leaning on two slaves he arose and immediately fell down, his 
breath being shut off by the denser vapor. When day returned 
(was restored), the body was found whole and uninjured. The 
appearance of the body was more like one sleeping than one 
dead. 

Therefore I shall make an end of my letter. Pick out the most 
important facts. For it is one thing to write a letter, quite 
another to write a history. Goodbye. 

LESSON XXIII 

The Eruption of Vesuvius: Experience of the Younger Pliny 
and His Mother During the Eruption 

Gaius Pliny to his Friend Tacitus, Greeting 

100. I have written to you about the death of my uncle. Now 
you say that you wish to learn of my own misfortunes and of 
those of my mother. “Although my soul shudders to remember, 
I shall begin.” After my uncle set out, I devoted the rest of the 
day (time) to my studies: soon a bath, dinner, sleep restless 
and short. For many days a tremor of the earth had preceded: 
but this tremor was less alarming because it was customary for 
Campania. But on that night the tremor increased and every- 


MANUAL 


75 


thing seemed to be shaken. Early in the morning my mother 
rushed into my bedroom. I arose and we sat down in the yard 
of the house which separated the sea from the dwelling by a 
small space. Because of courage or inexperience — I do not 
know (which) — I did this; for I was spending my eighteenth year; 
I called for a book of Titus Livius and read as if at ease. Lo, a 
friend of my uncle, who had recently come to him from Spain, 
approached. When he sees me and my mother sitting (there) 
and me indeed even reading, he attempted to shake (to take 
away) my mother’s apathy and my composure. Nevertheless I 
remained intent on my book. Now it was the first hour of the 
day and still the daylight was doubtful and feeble, as it were. As 
the nearby dwellings were already tottering, the danger of their 
falling was great and certain. Then at last we decided (it 
seemed best) to go out of the town. When we have gone forth 
from the house we stop. There we endure many terrors. For 
the carriages which we had ordered brought out, although they 
were on perfectly level ground, kept rolling back and forth 
and they did not stay still in the same spot, not even when 
propped by stones. Besides, we saw the sea driven back, as it 
were, by the tremor of the earth. Certainly the beach had been 
enlarged and many sea-animals were now lying on the dry sand. 
On the other side there was a black and horrible cloud broken by 
zigzag flashes of lightning. 

LESSON XXIV 

The Eruption of Vesuvius: Pliny and His Mother Leave 
the House 

103. Then indeed that same Spanish friend of my uncle spoke 
more sharply to my mother: “If your brother is alive, he wishes 
you and your son to be safe; if he has perished, he wished you 
to survive; then why do you delay your departure (to depart)? ” 
We answered that we would not look out for our own safety 
while uncertain about his (safety). Without delay (not delay- 


76 


SECOND LATIN LESSONS 


ing) he hurries away and rushes out of danger. Not much later 
the clouds descended on the earth (and) covered the sea. Then 
my mother begs, urges, (and) orders me to flee: for (she says 
that) I can flee since I am a young man, (while) she heavy with 
years and corpulency cannot do so. I, on the other hand, refuse 
to be saved without my mother. Then seizing her hand, I 
compel her to quicken her pace. Now the ashes are falling but 
still in no great quantity. I look back, a dense fog was threaten¬ 
ing our rear. We heard the shrieks of women, the crying of 
children, the shouts of men: some with their cries were seeking 
their parents, others children, others wives (or husbands). Some 
were lamenting their own misfortune, others the misfortune of 
their friends; many interpreted this as that everlasting and last 
night of the world. I myself believed that I was perishing with 
all things, all things with me. At length the fog went away as if 
into smoke or a cloud: soon real daylight (appeared) and the 
sun even shone, but lurid as it usually is when there is an eclipse. 
Everything had been changed and covered by deep ashes as if 
by snow. We returned to Misenum and passed a night of doubt 
and suspense in (mingled) hope and fear. Fear was the stronger; 
for the tremor of the earth continued. Still, although we had 
experienced danger and we were expecting danger, we did not 
wish to go away until a message came from my uncle. This 
account will not seem to you worthy of a history and doubtless 
not even worthy of a letter. Goodbye. 

LESSON XXVII 

Ghost Stories: The Strange Experiences of Curtius Rufus 
and of Two Members of Pliny’s Own Household 

120. Gaius Pliny to His Friend Sura, Greeting 

A certain Roman named Curtius Rufus had decided to go to 
Africa. Toward evening he was walking in the portico: there 
appeared to him the figure of a woman larger and more beautiful 


MANUAL 


77 

than a human being. This figure said that she was the Spirit of 
Africa: that he would go back to Rome and would hold office 
and also that he would return to the same province with the 
highest governmental authority and that he would die there. 
All these things afterward took place (were done). Is that not a 
terrible and marvelous thing? 

The following experience happened to me and I can assert it 
positively. One of my freedmen was sleeping in the same bed 
with his smaller brother. He seemed to see a figure sitting on the 
bed. The figure applied a pair of shears to his head and cut the 
hair from the very crown (of his head). When it grew light, the 
hair was found lying on the ground. 

Again another similar thing happened to me. A slave boy 
was sleeping with some other slaves; there came through the 
windows (so the boy says) two figures in white tunics and cut 
the boy’s hair and went away as they had come. Day showed 
the boy shorn and the hair scattered on the ground. 

LESSON XXVIII 

Ghost Stories: A Haunted House at Athens 

123. There was a house at Athens, large, but ill-reputed. 
Through the silence of the night there was heard the sound of 
iron, the noise of chains farther away at first, then near: soon 
there appeared a figure, an old man lean and filthy, with a long 
beard and unkempt hair. He wore fetters on his legs, chains on 
his hands and he kept shaking them. As a result the inhabitants 
passed sleepless nights (made) terrible through fear. Disease 
followed sleeplessness and death followed as their terror in¬ 
creased; for during the day, although the ghost had gone away, 
the memory of it passed before their eyes and their terror was 
more lasting than the causes of the terror. In consequence the 
house was deserted and entirely abandoned to the ghost. It was 
advertised for sale, but no one was willing to buy it. Finally the 
philosopher Athenodorus came to Athens; he read the sign, and, 


78 


SECOND LATIN LESSONS 


hearing the price, he hesitated, because the cheapness raised 
his suspicions. Although he learned everything about the house, 
still he bought it. When it began to draw toward evening, he 
ordered a couch to be placed for him in the front part of the 
house; he asks for a writing tablet, a stilus, a lamp; he sends 
away all his servants, he devotes mind and eyes and hand to 
writing. At first only the silence of night; then iron is shaken, 
chains are moved. He does not raise his eyes, does not put 
aside his stilus. Then the noise increases, comes nearer, and 
now it is heard on the threshold, now inside the room. The 
philosopher looks around, he sees the figure. The figure was 
standing and was beckoning with his finger, like one calling. 
The philosopher applies himself again to his tablet and stilus: 
the ghost kept making a noise over his head with his chains. 
The philosopher looks around again and sees the figure beckon¬ 
ing. Delaying no longer he takes up his lamp and follows. 
The ghost was moving with slow step, as if heavy from his chains. 
After it turned aside into the yard of the house, slipping away 
suddenly it deserts its companion. The philosopher being thus 
deserted puts a mark on the spot. The next day he goes to the 
magistrates. The magistrates order the place dug up. When 
this was done there are found the bones of a man wrapped in 
chains. These bones are collected and are buried at public ex¬ 
pense. Afterward the house was free from the ghost. Goodbye. 

135. Hunting a Dinner 

(Pages 85 - 89 ) 

Ergasilus: B’George, but us parasites no one ever invites. 
Like mice we are always eating somebody else’s food. And here, 
in fact, a parasite has no chance to eat, unless he can stand 
cuffs and for pots to be smashed over his head; for my patron 
Philopolemus, son of Hegio here, has been captured by the enemy. 
I am weeping for him; unless his father has him come back, 
there is nothing to which I can come back. That’s a young 


MANUAL 


79 


man of good old habits. But the door is opening from which 
often have I come out drunk with gorging. Somebody’s coming 
out. 

{Hegio comes out.) 

Ergasilus: I’m aging and fading away; I’m skin and bones, 
poor wretch; and nothing ever does me any good which I eat at 
home. 

Hegio: Don’t weep, Ergasilus. 

Ergasilus: I not weep for him? I not weep loud for such a 
young man? 

Hegio: You an outsider are bearing his misfortune so hard. 
What should I his father do, whose one and only son he is? 

Ergasilus: I an outsider? An outsider to him? Ah, Hegio, 
he is a one and only son to you, but to me more only than 
even an only son. 

Hegio: Now have good courage. 

Ergasilus: It’s my birthday; on that account I want you to 
be invited to dinner at your house. 

Hegio: I invite you. But if you come, come on time. 

Ergasilus: Don’t warn me. I’ll come before time. 

{Ergasilus again on the scene, sad and dejected.) 

Ergasilus: Miserable is the man who seeks his own food 
and with difficulty finds his food. But he is still more miserable 
who seeks with difficulty and finds nothing. He is most miser¬ 
able who when he wishes to eat has no food. All the young men 
laugh at the parasite’s profession; they are all fond of them¬ 
selves. Just awhile ago I went up to some young men in the 
Forum: “Good morning,” I say; “where are we going for 
breakfast?” I say. And they say nothing. “Where are we 
dining? ” I say. Like dumb men they are silent and. they shake 
their heads. I tell a choice joke: nobody laughs. I go away 
from them, I come to others, then to others; one result. All 
of them carry out the same policy just like oil sellers in the 
Velabrum. No one invites me. 


8o 


SECOND LATIN LESSONS 


(Ergasilus at last has heard good news.) 

Ergasilus: Don’t let anybody stand in my way; for who¬ 
ever stands in my way will stand on his face. My fist is a ballist, 
my elbow is a catapult, my shoulder a battering ram. I will 
make all human beings that I bump against pick up their teeth. 
These toothcrackers will knock the nutcrackers out of every¬ 
body. 

Hegio: The man is full; he certainly has assurance in his 
stomach. 

Ergasilus : I am no parasite now, but the richest rich man of 
the rich. Hello, where are you? Who is here? Who opens this 
door? Open both these doors, before I bring destruction upon 
these doors by knocking them to splinters. 

Hegio: Look at me, Ergasilus. What do you mean? 

Ergasilus: Give me your hand quick, Hegio. Let joy be 
unconfined (rejoice freely). Order a huge fire made. Order the 
pots set out, the pans washed, bacon and hams and delicacies 
warmed in blazing ovens. Order one slave to procure fishes; 
order another one to procure pork and lamb and young chickens 
and soft cheese. Order clean vessels to be quickly made ready 
for a sacrifice and a fat lamb without blemish to be brought. 

Hegio: Get out! you are silly; you are coming too late after 
the hour (time). 

Ergasilus: Now take from me this joy, which I bring; for 
I just now saw your son, Philopolemus, in the harbor alive, safe, 
sound. 

Hegio: Get out! you are mocking me. 

Ergasilus: So may Saint Saturation love me, Hegio, as I 
have seen your son and my good angel. 

151. A Theatrical Performance in Ancient Rome 

(Pages 95 - 99 ) 

From the Asinaria: May this affair turn out well for me 
and for you and for my troupe here and for the employers and 


MANUAL 


81 


the contractors. And now do you, herald, make the people 
all ears. Now, spectators, sit down and I shall tell you the 
name of this play. 

From the Casina: When first this play was acted, it sur¬ 
passed all plays. At that time Plautus was the flower of poets, 
who now have gone hence to our common home. We beg you 
earnestly to give kindly assistance to our troupe. Cast anxiety 
out of your hearts. It is quiet around the Forum. Now give 
attention; I wish to give you the name of the comedy. 

He (don’t expect him) will not come back to the City in this 
comedy today. Plautus didn’t want him to come back; and so 
he broke down the bridge, which lay on his road. 

From the Cistellaria: Don’t wait, spectators. Those actors 
will not come out here to you, for they will all finish up the 
business inside. When that has been done, they will put away 
their costumes; afterwards he who has done badly will get a 
whipping; he who has not done badly will get a drink. 

From the Epidicus: Give us applause and goodbye! Stretch 
your backs and arise. 

From the Pseudolus: Stretch your backs (just now that is 
better) and get up. A long play of Plautus is coming on the 
stage. 

Simo: Why don’t you invite the spectators (to dinner)? 

Pseudolus: B’George, they are not accustomed to inviting 
me and I am not accustomed to inviting them; but, spectators, 
if you wish to give us applause and to approve this troupe and 
this play, I will invite you for tomorrow’s performance. 

From the Poenulus: Be quiet and hush up and give atten¬ 
tion; the commander-in-chief of the players orders you to 
listen. Sit down in good temper in the seats, both those who 
have come hungry and those who have come full: you who 
have eaten have done much the wiser thing; you who have not 
eaten, make yourselves full on the play. Get up, herald, make 


82 


SECOND LATIN LESSONS 


yourself heard by the people. Use the voice by which you live 
and thrive; now sit down. 

Let no usher take anyone to a seat while an actor is on the 
stage. Let those who peacefully have slept a long time at home, 
now with good temper stand and not sleep. Don’t let the 
slaves sit down. Let them give room to the freeborn or let them 
go home. Let the nurses look after the little babies at home, 
lest their infant charges start squalling here like kids. 

Let the ladies watch in silence, in silence let them smile, and 
let them not here start chattering with their musical voice. 
Let them take their conversations home, so that they may not 
be nuisances to their husbands both here and at home. 

From the Hecyra: When first I began to act this play, 
there was the glamour of the prizefighters, a gathering of good 
fellows, a noisy uproar, the cry of women, and before the close I 
was compelled to go off the stage. Then I put on the play 
again; in the first act I was getting success. When meantime 
word came that the gladiators were going to be shown, the 
people fly in a body, they begin wrangling, shouting, fighting 
for a place; I meanwhile was not able to keep my place. 

Now there is no throng: I beg you, spectators, that your 
influence aid my influence; I beg you that this play of Terence 
be not laughed to scorn. 

176 A Lady Makes Her Toilet 

(Pages 110 - 112 ) 

Philematium: ’Pon my honor, for a long time I haven’t 
bathed more pleasantly in cold water nor washed myself cleaner, 
my Scapha. 

Philolaches: O glorious Venus, that is the storm which 
unroofed my house; then love and desire trickled into my breast; 
now the walls are soaked in my heart; this house is ruined 
completely. 

Philematium: Consider, please, my Scapha. Tell me, does 


MANUAL 83 

this dress really become me? I am anxious to please Philolaches, 
my lover. 

Scapha: Why do you adorn yourself when you are already 
so charming with your charming ways? Lovers do not love a 
garment but the girl whom the garment adorns. 

Philematium: Come, look me over and consider. Tell me 
whether this dress is becoming enough. 

Scapha: By virtue of your beauty anything you have be¬ 
comes you. 

Philematium: I like the truth; I want the truth told to me. 

Scapha: So may you love me, so may your Philolaches love 
you, as you are lovely. 

Philolaches: What do you say, you huzzy? Why didn’t 
you add, “So may you love Philolaches”? 

Philematium: Never can I show gratitude to him as he has 
deserved of me. 

Scapha: But I beg you to think of this one thing: if you love 
him alone you will be sorry in old age. His property will soon 
be wasted. Days and nights there’s eating, there’s drinking; 
and nobody shows any frugality. 

Philematium: Give me the mirror and casket with my 
jewels, quick, Scapha, that I may be dressed up when Philolaches 
comes here. 

Scapha: A woman who despises herself and her advancing 
age has use for a mirror: what need have you of a mirror? 

Philematium: Do you see? Is my hair arranged just 
right? 

Scapha: When you are right, be sure your hair is right. 

Philematium: Give me the whiting. 

Scapha: What’s the need of whiting? 

Philematium: That I may smooth (plaster) my cheeks 

Scapha: I’ll not give it. 

Philematium: Well then, give me the rouge. 

Scapha: I’ll not give it. By strange painting do you want 
to ruin a most charming work? It is not right for your time of 


84 


SECOND LATIN LESSONS 


life to touch rouge nor whiting nor Venus-of-Melos cream nor 
any other kind of paint. 

Philematium: Take the mirror. 

Philolaches: Poor me! She gave a kiss to the mirror. 

Philematium: Come, look at my jewelry and gown. Does 
this really become me, Scapha? 

Scapha: You are well dressed. You are most lovely. 

Philolaches: What are you two doing here? 

Philematium: I am dressing myself to please you. 

Philolaches: You are well enough dressed; for you do please 
me. {To Scapha) — But do you go off inside and take these 
(trappings) away. {To Philematium) — But my joy, my Phile¬ 
matium, I have come to you to dine with you. 

Philematium: Come, recline then, so we may dine. {To a 
slave) — Bring water, boy, that we may wash our hands, and 
place here a small table. {To Philolaches) Do you want garlands 
and perfumes? 

Philolaches: What is the need? I am going to dine with 
you. 

193. Two Braggart Captains 

(Pages i 20 - 123 ) 

PyrgopolynI'ces: See to it that the sheen of my shield shall 
be brighter than the sun’s rays, so as to ruin the line of sight of 
my enemies in the battle line. But where is Artotrogus? 

Artotro'gus: Here am I, standing alongside the man brave 
and fortunate and of royal mien and a most renowned warrior; 
Mars himself cannot make his valorous deeds equal to yours. 

Pyrgopolynices : Tell me whom I saved in the Weevilonian 
Plains, when Boomingbattleson Famouscounselormisruleson 
was the supreme commander-in-chief, the grandson of Neptune. 

Artotrogus: I remember. You mean the one with golden 
arms whose legions you blew away with a breath as the wind 
blows away the leaves. 

Pyrgopolynices: That’s nothing. 


MANUAL 85 

Artotrogus: It’s nothing, by George, in comparison with 
your other deeds. 

Pyrogopolynices: What other deeds of mine do you re¬ 
member? 

Artotrogus: I remember well the way in which with your 
fist you broke the thigh of an elephant in India. And I remember 
that other elephant in Africa. You gave the elephant such a 
blow that your fist went right through its flesh and bones. 

Pyrgopolynices : Do you remember any others? 

Artotrogus: I remember a hundred and fifty men in Cilicia, 
one hundred in Scythorobberia, thirty Sardinians, sixty Mace¬ 
donians, whom you killed in one day. 

Pyrgopolynices: Tell me how many men the total is. 

Artotrogus: Seven thousand. 

Pyrgopolynices: You’ve got the account correctly; but I 
don’t understand how you have such a good memory. 

Artotrogus: I fear that my memory will fade away, if I 
don’t have a good dinner soon. A good dinner always gives me 
a good memory; a better dinner gives me a better memory. 

Pyrgopolynices: You shall have your best dinner today. 

Thraso: Did Thais send me hearty thanks? 

Gnatho : The heartiest. 

Thraso: Do you say that she is pleased? 

Gnatho: She is most pleased, not so much by the gift 
itself as because it was given by you. 

Thraso: I wonder why the women love me so much. 

Gnatho: You are so charming that not only the women but 
even the men love and praise you. 

Thraso: For instance, the king always used to give me 
heartiest thanks for whatever I had done; to others he did not 
give thanks the same way. 

Gnatho: He used to take to himself the great glory won by 
your efforts. 

Thraso: You are right (You have it). 


86 


SECOND LATIN LESSONS 


Gnatho: Astonishing! 

Thraso : And the king, when he wished to dine, do you know 
what he did? 

Gnatho : I know. Then he took you for his sole dinner guest. 

Thraso: You’ve got it. They all envy me greatly; but one 
man envies me beyond them all, the man whom the king had 
put over his Indian elephants. When he is too much of a 
nuisance to me, I ask him, “Are you wild, Strato, because you 
have command over the wild beasts?” 

Gnatho: Finely said, by George, and wisely. What does 
Strato reply? 

Thraso: All at once he is dumb. Did I never tell you, 
Gnatho, what I said to a Rhodian youngster at a banquet? 

Gnatho: Never. I beg you to tell me. (Aside) I’ve heard 
it more than a thousand times! 

Thraso : Once at a banquet there was this Rhodian youngster 
that I am talking about. By chance I had my girl with me. 
He began to flirt with her and to mock me. I say to the man: 
“ What are you saying, you upstart? Are you a rabbit and hunt 
flesh?” 

Gnatho: Wittily, charmingly, elegantly, nothing to surpass 
it! Was this your saying? I supposed it was an old one. 

Thraso: It’s mine. 

Gnatho: Tell me what he did. 

Thraso: He didn’t say a word. All who were present almost 
died with laughing. Finally they all got to be afraid of me and 
were silent. They feared that I would get angry at them too. 

For the translation of Caesar, see references given above in this 
Manual, p. 44 . 

































* 


































































I v l 





















r 



















LIBRARY OF CONGRESS 












































































































